The aim of this study was to undertake a comparative analysis of numeracy performance of Grade 3 learners in the urban and rural primary schools. A secondary analysis of the Systemic Evaluation (SE) survey data that was conducted by the Department of Education in South Africa in 2001 at the Foundation Phase (Grade 3) level of the schooling system was done. It focused on numeracy achievement data and explored the relationship between achievement and gender, age, location, home language and a number of identified equity indicators. The equity factors were explored further with a view to predict learner performance in numeracy. The findings of the descriptive analysis showed that the overall performance in numeracy of Grade 3 learners in rural schools compared to their counterparts in urban schools was not satisfactory. From the exploratory analysis a few of the equity variables (e.g. language, funding, LTSM) were found to have an effect on learner performance in numeracy by location of the school. Only two variables, namely home language (HL) and the number of books in the learner’s home, selected as home background equity factors could be used to predict numeracy performance in the final logistic regression model. The variables in the final model that accounted for pedagogical equity factor variables were availability of computers for teaching, inadequate physical facilities, availability of numeracy reference materials, calculators and others like equipment in the classroom, for example an OHP available for teaching. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

As a result of the increased number of schools failing to meet adequate yearly progress (AYP), school districts are searching for innovative ways to raise student achievement and meet the rigorous performance standards set by state governments. Using the theoretical framework provided by brain research and the theory of multiple intelligences, the purpose of this quantitative study was to compare 2 middle school classroom structures for differences in mathematics achievement among students. The study examined whether a significant difference existed in mathematics achievement scores on the state-mandated mathematics test for 2 groups (single gender classes versus coeducational classes) in 6 middle schools during a 3-year period. Mean scores from the Palmetto Assessment of State Standards (PASS) performance statistics in mathematics were used to determine achievement levels of single-gender and coeducational instruction. Study results indicated a statistically significant difference in academic performance for students in single-gender mathematics classes compared with academic performance for students in coeducational mathematics classes. Further, girls outperformed boys. These findings led to a project consisting of implementing a professional learning community and a series of professional development sessions for Algebra I teachers. The results of this study may contribute to social change by identifying an academic program structure in which all students can be supported academically while providing teachers with ongoing opportunities to collaborate and build their capacities with the goal of improving student performance.

The effect on childrens' scores of different item formats used in standardized mathematics achievement tests was investigated. Second grade students were given a mathematics computation test using formats derived from five standardized achievement tests. Identical content was tested with each format . Differences in test scores between types r0f formats were statistically significant at p(.001 (F = 45.25). These results indicate that what a student appears to know is substantially influenced by the format of the particualar test used in measuring achievement. These differences are not accounted for by the rno~mative scaling of the different tests. Greater attention should be ~i,en to the effect of test item format in selecting and administering cac1 i evemen t tests.

The purpose of this study was to explore the relationship between time spent on an integrated learning system (ILS) entitled, SuccessMaker®, as a supplement to traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary students. The variables of grade-level, ability level, and gender were also considered. The population consisted of students who were second-, third-, and fourth-graders during the 1997-98 school year. Data were gathered that covered the three-year period beginning in 1997 and ending in 2000. The final sample consisted of 348 students who participated in Computer Curriculum Corporation© mathematics instruction and who completed the Terra Nova in 1997-98, 1998-99, and 1999-2000. Analysis of Variance was used to identify any relationship between variables. The study's investigation of the relationship between ILS use and mathematics achievement could assist educators in planning for use of technology as a supplement to traditional instruction. While the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between ILS use and achievement will find this study constructive, especially when viewed in conjunction with the existing body of literature. Findings in this study were mixed. ILS use was associated with positive effects, negative effects, and no effects. It was noted that negative effects occurred during the year with the lowest overall usage. No interaction effects were found in any of the models, indicating that the ILS did not have differing effects for boys or girls or for students of varying ability levels. Positive effects of the ILS, Math Concepts and Skills (MCS), on math composite scale scores were noted at grades two and three, while students at grades four, five, and six were either unaffected or negatively affected by the use of MCS. Math Investigations (MI), although used on a very limited basis during the course of this study, had a positive effect overall on math composite scale scores. Clearly, when math gain was the dependent variable, there were no effects demonstrated by use of MCS or MI.

The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researcher’s investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with proficiency scores. The study revealed that there was a significant intervention interaction with school, teacher, and grade. There was a significant interaction intervention for both proficiency and value-added scores for each of these three independent variables. In addition, the research revealed that the degree of implementation was a significant factor in students' achievement.

The purpose of this quantitative study was to compare the achievement of rural students on the 8th grade mathematics Virginia Standards of Learning assessments to urban students in Virginia. The variables of school size and socioeconomic status, as expressed by percentage of free or reduced lunch populations was also considered. The population consisted of 294 middle schools in Virginia. Data were gathered from the 2003-2004 school year. Several t-tests for independent samples and analysis of variance were used to identify the relationship between variables. The study showed no significant differences in 8th grade mathematics SOL scores between rural and urban schools. When suburban schools were included in the study, higher math scores were seen in suburban schools. The study showed a significant difference in 8th grade mathematics SOL scores in schools with student populations larger than 750 students when compared to schools with student populations less than 750. Schools with a percentage of free or reduced price lunch students higher than the state average (33%) showed significantly lower 8th grade mathematics SOL scores than schools with a percentage of free or reduced price lunch students less than 33%, regardless of school location. The results of this study indicate that Virginia educators should consider the need for policies and procedures which reflect the unique characteristics and challenges that face rural schools. School improvement practices in Virginia's public school systems will continue to focus on higher standards and greater accountability. As schools move toward meeting the requirements of the No Child Left Behind Act, rural schools will continue to face challenges of funding, geographic isolation, and a lack of qualified teachers. The results of this study also indicate similarities in rural and urban schools in Virginia, in terms of student achievement and socioeconomic status. School leaders need to focus on meeting the needs of students, whether those students are in rural, urban, or suburban schools.

It is imperative that school administrators find means to include Mexican immigrant students in high quality mathematics programs. Yet many questions remain regarding instructional design and policies to accelerate the learning of mathematics within this student population. This exploratory study examines challenges that Mexican immigrant students face in transitioning from mathematics instruction in their native country to mathematics in the United States. A qualitative research design was selected to examine interviews in two data sets: an existing data base of interview narratives of 158 Mexican immigrants conducted by pre-service elementary education students at California State University-Bakersfield; and a second data base of 19 educators from California's lower Central Valley. Qualitative analyses generated three core categories to help explain how Mexican and American instructional practices influenced immigrant students' ability to transition to learning mathematics in the United States. (a) In contrast to the United States, the study of mathematics in Mexico was closely associated with practical and job related purposes. (b) Differences of expectations for learning mathematics in the two countries affected Mexican students' ability to transition to learning mathematics in this country. Differences included mathematical content, instructional practices, pacing, promotion policies, and years of schooling. (c) When entering American schools, initial placement of immigrant students into mathematics coursework was based upon factors such as English language proficiency, or the need to satisfy standards or graduation requirements, rather than assessment of mathematics competency. As a result, highly proficient students were often unable to continue their study of advanced mathematics, while low performing students quickly became discouraged. Additional issues included the competency of bilingual aides to accurately translate advanced level mathematics, requirements that English Learners take high stakes English-only examinations for mathematics, and the ability of immigrant parents to assist their children in learning mathematics despite differences in mathematical algorithms and procedures. The study suggests a comprehensive success model to help school administrators coordinate mathematics reform efforts; address issues related to curriculum, instruction, and professional development; and involve community stakeholders in supporting mathematics reform.

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The present study explored the effects of the national and cultural contexts on students' mathematics achievement. The study also investigated the nature and magnitude of student-level (level 1), school-level (level 2), and country-level (level 3) factors that are associated with math achievement. The Program for International Student Assessment (PISA) 2018 datasets were used. The main predictors focusing on this study included university admission procedure and the country's culture of mindsets about intelligence at level 3, indicating extra-curricular activities at level 2, growth mindset, and resilience self-efficacy at level 1. Other than main predictors, various predictors including country's characteristics, school characteristics, school climate factors, students' demographic characteristics, and non-cognitive abilities were added in the analysis to examine the main predictors are statistically significant after controlling for other predictors. The findings of HLM analysis showed that mathematics achievement is associated with national and cultural contexts since the study found 31.30% of the total variation was accounted for level 3 in math achievement. Also, the significant findings of the study indicated that university admission procedure was significantly associated with country-mean math achievement while the country's culture of mindsets about intelligence was not at level 3. At level 2, providing extra-curricular activities in school was a significant predictor for math achievement. At level 1, a growth mindset and information and Communication Technology (ICT) usage were positively associated with math achievement. The other significant predictors for math achievement were found in the model. In addition, the study found that the compositional effect of ICT usage explained a significant amount of between schools and countries variance even after controlling for other predictors in the analysis. Moreover, the study found several counterintuitive association phenomena due to shift of meaning. These findings were explained in terms of practical and theoretical implications for policymakers, educators, and researchers to improve students' mathematics achievement. / Doctor of Philosophy / Policymakers and researchers have been concerned about the shortage of students pursuing STEM disciplines in the United States despite the increasing demand for STEM professionals. Since mathematical skills play an important role in a nation's economic development, improving mathematics performance is essential for developing professional STEM workers. Therefore, conducting a cross-national comparative study of mathematics achievement is needed to provide a useful empirical perspective and deeper understanding of mathematics performance. The present study examined the association of diverse predictors at the country-, school-, and student-level with math achievement using multilevel modeling which is also called hierarchical linear modeling (HLM). It was found that university admission procedure was significantly associated with country-mean math achievement at the country-level. Also, providing extra-curricular activities in school was a significant predictor for math achievement at the school-level and a growth mindset and information and Communication Technology (ICT) usage were positively associated with math achievement at the student-level. In addition, the study found the positive compositional effect of ICT usage at school- and country-level which indicates that developing the infrastructure of ICT in school and country should be needed to for high and sustainable students' math achievement. Moreover, the study found several counterintuitive association phenomena due to shift of meaning. These findings were explained in terms of practical and theoretical implications for policymakers, educators, and researchers to improve students' mathematics achievement.