We report the results of a controlled evaluation of an interactive on-line tutoring system for high school math achievement test problem solving. High school students (N = 202) completed a math pre-test and were then assigned by teachers to receive interactive on-line multimedia tutoring or their regular classroom instruction. The on-line tutored students improved on the post-test, but the effe...

Related Articles Influence of higher-order dispersion coefficients on near-threshold bound and continuum states: Application to 88Sr2 J. Chem. Phys. 135, 214302 (2011) Extracting elements of molecular structure from the all-particle wave function J. Chem. Phys. 135, 204302 (2011) Angular momentum decomposition of the three-dimensional Wigner harmonic oscillator J. Math. Phys. 52, 113503 (2011) ...

Maksud diadakannya studi ini adalah untuk mengetahui keefektifan model pembelajaran Problem Based Learning menggunakan Math City Map berkenaan meningkatnya pencapaian hasil belajar siswa pada pokok bahasan materi balok. Metode penelitian yang diterapkan metode eksperimen dengan desain post-test only control design. Seluruh peserta didik kelas VIII SMP Negeri 1 Pagar Alam tahun pelajaran 2021/20...

Whether because individuals are made aware of negative stereotypes about how they should perform or are in a high-stakes testing situation, a stressful environment can adversely affect the success people have in solving math problems. I review work examining how unwanted failure in math occurs and individual differences in those most likely to fail. This work suggests that a high-stress situati...

Children who have great difficulties learning simple arithmetic problems may have a little-known learning problem known as developmental dyscalculia. Children with dyscalculia have math abilities that are much lower than those of their friends who are of the same age. Also, their difficulties are long lasting, and you cannot explain their problems by poor teaching or by other brain disorders. E...

This study investigated the effect of an eight-step cognitive strategy on verbal math problem solving performance of six learning disabled adolescents. The research was conducted in an applied setting by the investigator, the students' learning disabilities teacher. The cognitive strategy was designed to enable students to read, understand, carry out, and check verbal math problems that are enc...

This paper presents a deep neural solver to automatically solve math word problems. In contrast to previous statistical learning approaches, we directly translate math word problems to equation templates using a recurrent neural network (RNN) model, without sophisticated feature engineering. We further design a hybrid model that combines the RNN model and a similarity-based retrieval model to a...

Math anxiety indicates psychologically a negative mind-set towards solving mathematical problems which impacts on students‟ learning practices and outcomes. In looking more closely at why a remarkable no of students may be struggling for improvement in mathematics in comparison to other subjects, it is timely to consider, the math anxiety factor. This literature review looks at the concept of m...

Gerry Stahl directs the Virtual Math Teams research project (mathforum.org/vmt) and teaches HCI and CSCL at the College of Information Science and Technology at Drexel University in Philadelphia, USA, where he is an Associate Professor. He studied computer science and Artificial Intelligence at the University of Colorado, where he was later a research professor. He was program chair of CSCL 200...

Solution. Let X = E ∪ F with E,F ∈ M such that E ∩ F = ∅, E is null for ν−, and F is null for ν. Let U ⊂ X. If U ⊂ E then ν(U) = ν(U) = λ(U) − μ(U) ≤ λ(U), so λ(U) ≥ ν(U). Similarly, if U ⊂ F then μ(U) ≥ ν−(U). Now if V = U ∩ E and W = U ∩ F then V and W are measurable and ν(U) = ν(V ) ≤ λ(V ) (by the previous argument) ≤ λ(U) since λ is a positive measure. Similarly, ν−(U) = ν−(W ) ≤ μ(W ) ≤ μ...