Search results for: maths.

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maths.</title> <meta name="description" content="Search results for: maths."> <meta name="keywords" content="maths."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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<i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="maths."> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: maths.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Increase Success by Decreasing Admission for Maths– Fairytale or Reality?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.A%20du%20Plessis">L.A du Plessis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> South Africa is facing a crisis with not being able to produce enough graduates in the scarce skills areas to sustain economic growth. The crisis is fuelled by a school system that does not produce enough potential students with Mathematics, Accounting and Science. Since the introduction of the new school curriculum in 2008, there is no longer an option to take pure maths on a standard grade level. Instead, only two mathematical subjects are offered: pure maths (which is on par with higher grade maths) and mathematical literacy. It is compulsory to take one or the other. As a result, lees student finishes Grade 12 with pure mathematics every year. This national problem needs urgent attention if South Africa is to make any headway in critical skills development as mathematics is a gateway to scarce skills professions. Higher education institutions initiated several initiatives in an attempt to address the above, including preparatory courses, bridging programmes and extended curricula with foundation provisions. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for Commerce and Information Technology programmes at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. Students enrolling for extended programmes do not comply with the minimum prerequisites for the normal programmes. The question then arises as to whether these programmes have the intended impact? This paper reports the results of a two year longitudinal study, tracking the first year academic achievement of the two cohorts of enrolments since 2010. The results provide valuable insight into the structuring of an extended programme and its potential impact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Access" title="Access">Access</a>, <a href="https://publications.waset.org/search?q=extended%20programmes" title=" extended programmes"> extended programmes</a>, <a href="https://publications.waset.org/search?q=foundation%20provision" title=" foundation provision"> foundation provision</a>, <a href="https://publications.waset.org/search?q=mathematics." title=" mathematics."> mathematics.</a> </p> <a href="https://publications.waset.org/5249/increase-success-by-decreasing-admission-for-maths-fairytale-or-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5249/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5249/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5249/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5249/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5249/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5249/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5249/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5249/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5249/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5249/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1576</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> An EEG Case Study of Arithmetical Reasoning by Four Individuals Varying in Imagery and Mathematical Ability: Implications for Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mark%20Rousell">Mark Rousell</a>, <a href="https://publications.waset.org/search?q=Di%20Catherwood"> Di Catherwood</a>, <a href="https://publications.waset.org/search?q=Graham%20Edgar"> Graham Edgar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main issue of interest here is whether individuals who differ in arithmetical reasoning ability and levels of imagery ability display different brain activity during the conduct of mental arithmetical reasoning tasks. This was a case study of four participants who represented four extreme combinations of Maths –Imagery abilities: ie., low-low, high-high, high-low, low-high respectively. As the Ps performed a series of 60 arithmetical reasoning tasks, 128-channel EEG recordings were taken and the pre-response interval subsequently analysed using EGI GeosourceTM software. The P who was high in both imagery and maths ability showed peak activity prior to response in BA7 (superior parietal cortex) but other Ps did not show peak activity in this region. The results are considered in terms of the diverse routes that may be employed by individuals during the conduct of arithmetical reasoning tasks and the possible implications of this for mathematics education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Arithmetic" title="Arithmetic">Arithmetic</a>, <a href="https://publications.waset.org/search?q=imagery" title=" imagery"> imagery</a>, <a href="https://publications.waset.org/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/search?q=education." title=" education."> education.</a> </p> <a href="https://publications.waset.org/11099/an-eeg-case-study-of-arithmetical-reasoning-by-four-individuals-varying-in-imagery-and-mathematical-ability-implications-for-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11099/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11099/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11099/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11099/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11099/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11099/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11099/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11099/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11099/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11099/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2080</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Improving Financial Education for Young Women: A Case Study of Australian School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Laura%20de%20Zwaan">Laura de Zwaan</a>, <a href="https://publications.waset.org/search?q=Tracey%20West"> Tracey West</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There is a sustained observable gender gap in financial literacy, with females consistently having lower levels than males. This research explores the knowledge and experiences of high school students in Australia aged 14 to 18 in order to understand how this gap can be improved. Using a predominantly qualitative approach, we find evidence to support impacts on financial literacy from financial socialization and socio-economic environment. We also find evidence that current teaching and assessment approaches to financial literacy may disadvantage female students. We conclude by offering recommendations to improve the way financial literacy education is delivered within the curriculum. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Financial%20literacy" title="Financial literacy">Financial literacy</a>, <a href="https://publications.waset.org/search?q=financial%20socialization" title=" financial socialization"> financial socialization</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=maths." title=" maths."> maths.</a> </p> <a href="https://publications.waset.org/10013118/improving-financial-education-for-young-women-a-case-study-of-australian-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013118/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013118/bibtex" target="_blank" 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Search results for: maths.