The phrase "math capabilities" is correct and usable in written English.
It can be used when discussing someone's skills or abilities in mathematics.
Example: "The new curriculum aims to enhance students' math capabilities through interactive learning."
Alternatives: "mathematical skills" or "math skills."
This suggests that, on average, all countries sufficiently utilise their students' math capabilities in facilitating the development of problem solving competence (i.e., transfer).
This makes our approach very efficient while enables us to employ powerful programs with symbolic math capabilities for the analytical form-finding.
What elements of the teaching practices that you studied have the greatest impact on students' math capabilities?
The Virtual Lab has been developed using Easy Java Simulations and Goodle GMS, and it has symbolic math processing capabilities.
They're destroyed, on average, by the time they get to the 12th grade in terms of math and science capability.
These ingredients include a robust confidence in math and science capability, the ability to see one's abilities in STEM as able to improve over time, and the ability to develop a passion or sustained interest in becoming a scientist or engineer.
One might expect lackluster outcomes if technology is applied as a "secret sauce" to automatically enhance students' engagement, rather than utilized in a principled manner to help an individual to find a robust sense of confidence in math and science capability, see his or her abilities in STEM as able to improve over time, and develop an interest for becoming a scientist or engineer.
Now as I'm about to enter high school, I hope to take with me my math teacher's capability to make math fun, or my science teacher's faith that we could all become scientists if we wanted to.
For math competence the average Capability Under-Utilisation Index was rather neutral with MCUUI-Math = -0.001 (SD = 0.02).
A negative CUUI indicates that a country's educational system fails to fully utilise its students' capabilities to acquire math and science literacy in the development of problem solving.
Due to the different cognitive demands in analytical and dynamic problems (e.g., using existing knowledge vs. generating knowledge; OECD [2014]), we suspect differences in capability utilisation in math and science.
