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Showing 1 to 5 of 5 for “"Everyday Math"”.
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Cognitive and Non-cognitive Predictors of Norm-Referenced and Everyday Math Performance in Community College Students
… and non-cognitive factors are known to predict math outcomes, including language, working memory, spatial ability, math anxiety, and self-efficacy. While many studies have looked at these factors separately, few have examined how such skills work together to predict math. Additionally, most …
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Mathematical Word Problem Solving of Students with Autism Spectrum Disorders and Students with Typical Development
This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically developing students in fourth and fifth grade, who were comparable on age and IQ …
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Add+VantageMR® Assessments: A Case Study of Teacher and Student Gains
… pedagogy and on her students' progress in mathematics. AVMR, a professional development program in early mathematics, trains teachers to assess their students' progress and apply those insights to their teaching pedagogy. The AVMR assessment uses a progressive interview approach to …
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Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions
… disabilities or learning difficulties in mathematics often have difficulties solving word problems with fractions. These difficulties limit students' abilities to solve everyday math problems and develop the skills necessary for higher level mathematics. Prior research on problem solving …
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A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District
… one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and …