Sentence examples for measures of mathematics from inspiring English sources

However, most of these studies focused primarily on measures of mathematics content and did not incorporate aspects of mathematical learning related to beliefs and attitudes.

It has been shown that 11-year old EPT children score on average 1 SD below term peers on reading tests and 1.5 SD below on measures of mathematics, with 52% of EPT children classified as reading impaired and 70% as mathematically impaired [ 23].

Pre-post measures of mathematics achievement also found that increased engagement corresponded with greater mathematics learning gains.

Prior research has shown that students taught using Standards-based mathematics curricula tend to outperform students on measures of mathematics achievement.

The relation between TIMSS Advanced physics achievement and other measures of mathematics competence in Norway and Sweden has previously been addressed in (Lie et al. 2012; Nilsen et al. 2013).

While existing evidence strongly suggests that immigrant students underperform relative to their native counterparts on measures of mathematics, science, and reading, country-level analyses assessing the homogeneity of the immigrant achievement gap across different factors have not been systematically conducted.

Although the strengths of our study included its use of a SNP set and its composite measure of mathematical ability, the study was limited in terms of its sample, its measures of mathematics-relevant environments and its power.

Concerning the measures of the environment, we were limited to measures obtained in TEDS which was itself limited by the fact that there are few measures of mathematics-relevant environments.

Results indicate a statistically significant effect of the program on students' basic number sense skills as measured by a standardized measure of mathematics achievement (effect size of 0.14).

In addition, an independent measure of mathematics anxiety predicted the impact of articulatory suppression on performance only in the low (not high) interactivity condition.

Each student has five plausible values that need to be statistically integrated properly for use as a measure of mathematics performance for that student.