The purpose of this study was to evaluate the effectiveness of a mathematics enrichment activity used to improve the mathematics performance of students relative to participation in the State Agricultural Mechanics Career Development Event (CDE) and in mandated assessments. The treatment group (13 schools, 43 students) participated in a mathematics enrichment activity situated in an agricultural mechanics context. The control group (16 schools, 56 students) did not participate in the enrichment activity. Both groups, as part of the CDE, were tested with a 100-question word problem examination, completed a individual skill and team activity, and completed a demographic instrument regarding participation in agricultural mechanics CDEs, scholastic performance, use of graphing calculators, enrollment in STEM, agricultural science, and fine arts courses, and other information. After the survey was conducted, schools were asked to provide TAKS exit scores on participating students. These scores were compared between schools and against statewide TAKS scores. Results of the study showed a significant improvement in scores on the individual written examination and teams scores for the agricultural mechanics CDE and on the TAKS exit level mathematics assessment. Mean written examination scores for the treatment group were 69.53; non-cooperators were 57.16. Mean total team scores for cooperating teams were 420.39; non-cooperators had a mean score of 368.13. Mean TAKS exit level mathematics scores for cooperators were 2336.78; non-cooperators had a mean TAKS exit level score of 2331.77. Participation in the enrichment activity improved both CDE and mathematics achievement scores.

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Restricted until November1999. Includes bibliographical references.

This paper describes a computer model for running individual retirement portfolios over different historical periods to see the actual retirement incomes they would have provided. Such an approach is much more sophisticated and insightful than simply applying an annuity formula to retirement assets and assuming a real arbitrary rate of return.

Arbetets syfte var att undersöka hur lärare använder miniräknaren i sin undervisning men även hur eleverna använder den och om det finns några skillnader i attityder och användning mellan elever och lärare. Undersökningen gick också ut på att se om användandet har ökat eller minskat i gymnasieskolan. Arbetet syftade också till att undersöka om det finns några skillnader mellan tjejer och killars attityder till miniräknaren och tjejer och killars användning av den. En lärarenkät och en elevenkät delades ut på fem olika skolor och dessa låg till grund för undersökningen. Resultatet pekar på en ökad användning, en mer positiv attityd till miniräknaren hos gymnasielärarna och att alla lärare, i någon form, tar hänsyn till miniräknaren vid prov. Arbetet visar även att lärare oftast ser miniräknaren som ett pedagogiskt verktyg medan eleverna ser den mer som ett redskap för att effektivisera framförallt huvudräkning och tabellhantering. Det visar också på att killar har en mer positiv attityd till miniräknaren än vad tjejer har, tjejer är mer oroliga för att deras huvudräkningsförmåga ska försämras om de använder miniräknaren för ofta, detta är också något som flera lärare är oroliga för. Samtidigt är det fler killar än tjejer som inte använder miniräknare. / The main purpose was to investigate how teachers use calculators in their education but also to investigate how students use them and if it exists any differences concerning attitudes and usage between students and teachers. Another purpose was to see if the usage of calculators have increased or decreased and to see if there are any differences in gender. Different surveys were used, one for teachers and one for students at five different schools. The results suggested an increased usage, a more positive attitude towards calculators among the teachers and that every teacher uses calculators in some form when the construct tests. Another results shows that teachers seem to use calculators as a pedagogic tool but the students use them to handle tables more afficient. The work also shows that boys has a more positive attitude towards calculators than girls, girls are more worried that they will loose their ability to count using their head. It shows that this is also something the teachers are concerned about. There is also a lot more boys than girls that dont own a calculator.

The objective of this thesis is to develop and implement a power systems analysis package for use on minicomputers and programmable calculators. Algorithms for four different load flow techniques are developed and tested on the HP9830A programmable calculator. The transient stability analysis problem is reviewed, with special attention being given to the solution of the system performance equations by either the bus impedance matrix approach or the bus admittance matrix approach. Also attention is focused on the solution of the machine swing equations by the state transition method and by the technique of fourth-order Runge-Kutta. Comparisons are made between the different load flow methods to possibly determine the 'best' method to be used in the analysis package. Comparisons are also made between the methods of solving the swing equations in order to select a preferred technique for use in the stability program. / Master of Science

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 132-138).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 132-138). Also available in print.

This study analyzed the eighth grade mathematics portion of the spring 2004 Maine Educational Assessment (MEA) achievement test and the survey questions that were also administered. The analysis was on a school-wide level (n = 182). The two survey questions used were: “Which statement best describes the use of calculators in your mathematics classes?” and "Which statement best describes how you use your laptop in mathematics class: getting data from the Web, finding mathematics problems online, creating graphs?" Correlational analysis, partial correlation, and regression were used to determine if there was any association between calculator usage, laptop usage, and mathematics achievement for girls and for boys in the first state-wide group of students to have one-to-one laptops in Maine. Calculator usage was found to be positively associated with mathematics achievement for both girls (partial correlation coefficient of .189 (p = .011)) and for boys (partial correlation coefficient of .193 (p = .010)) even after controlling for school size and socio-economic status. Though no significant association between laptop usage and mathematics achievement for either girls or boys was found, this may be more a reflection on the survey question being a weak measure than the usage of laptops. In a post-hoc analysis of findings, schools were rank ordered based on the average mathematics achievement score regardless of gender; the top 25% (n = 45) and the lower 25% (n = 45) of the schools were evaluated. In the top 25%, there was no statistically significant difference between school-wide girls' and boys' mathematics achievement scores. However, in the lower 25% of the schools, there was a statistically significant difference (p = .01) between the school-wide average of girls' and boys' mathematics achievement scores, with the girls' score being 1.49 points higher (p = .01, d = .447) than the boys'. Recommendations for refinement of MEA survey questions as well as future studies are provided.

This mixed-method study investigated the impact of graphing calculator use on high school calculus students' reasoning skills through calculus problems when applying to concepts of the definite integral and its applications. The study provides an investigation of the effects on reasoning when graphing calculators are used, since it is proposed that, through reasoning, conceptual understanding can be achieved. Three research questions were used to guide the study: (1) Does the use of the graphing calculator improve high school calculus students' reasoning ability in calculus problems applying the definite integral? (2) In what specific areas of reasoning does use of the graphing calculator seem to be most and least effective? and (3) To what extent can students who have used the graphing calculator demonstrate ability to solve problems using pencil and paper methods? The study included a quantitative, quasi-experimental component and a qualitative component. Results of the quantitative and qualitative analysis indicate that (1) graphing calculators had a positive impact upon students' reasoning skills (2) graphing calculators were most effective in the areas of initiating a strategy and monitoring progress (3) students' reasoning skills were most improved when graphing calculators were used together with the analytic approach during both instruction and testing and (4) students who used the graphing calculator performed equally as well in all elements of reasoning as those who used pencil and paper to solve problems.