Sentence examples for outcomes mathematics from inspiring English sources

Finally, these activities can also be used to explore other disciplines, such as arts (students may draw themselves, genealogical trees, or expected and/or observed outcomes), mathematics (counting, measuring, grouping, and graphically representing diversity in the classroom or in populations across time) and linguistics (by promoting the development of oral and written communication skills).

UNICEF and partners kick off teacher professional development programme to improve student leaning outcomes in mathematics and literacy SKOPJE, 14 March , 2009  During this week, 55 mathematics teachers participated in the first round of training for mentor teachers.

The study involved the details learning outcomes of mathematics courses at Pre-University which include matriculation and STPM and the details learning outcomes of all mathematics courses at FKAB, UKM.

It is particularly good to report improved uptake and outcomes for mathematics and science".

The research question phrased was, therefore, as follows: Are the relationships between frequent use of certain instructional practices and schools' learning outcomes in mathematics and science similar in the three groups of countries, or do they differ in the different groups?

The purpose of this study is to identify the pattern of the programme outcomes on engineering mathematics subjects.

These problems have the greatest utility for examining whether embodied spatial training impacts spatial thinking and mathematics outcomes.

Technology can provide cost effective and scalable solutions to improve young children's mathematics outcomes (Levin, Glass, & Meister, 1987; Slavin & Lake, 2008).

These results provide evidence that the effectiveness of SBI generalizes over time to different cohorts of teachers and that the impact of SBI on student mathematics outcomes is maintained over time without additional PD.

There is a plethora of research (e.g., Britner & Pajares, 2006; Pajares & Valiante,1997; Phan, 2012b; Usher & Pajares, 2006), utilizing Likert-scale questionnaires to indicate that a heightened sense of self-efficacy for academic learning enhances achievement outcomes (e.g., mathematics).

Although this study did not include a control group, targeted differences between the pre-tests and post-tests should provide a first step towards evaluating the consequences of the embodied spatial training on spatial and mathematics outcomes.