An Outline of Dai Xu's Mathematical Achievements

This present paper deals with the main methematical achievements of Dai Xu,a famous mathematician of the Qing Dynasty:Dai Shi Series Numbers, Dai Shi lterative Method,Kai Ji Duo Wei Jiu-Cheng-Fang Method and the Relationship between Exponents and Logarithms etc.,which have been ignored by former research workers.The paper also puts forward different understandings from the past research at the following points:the Artificial Logarithm, the Formula for Changing Base, the Binomial Theorem and so on.

The Impact of Peer Instruction on Students’ Achievement in Mathematics Analysis

In this research,we investigated the effect of peer instruction method on the first course mathematics education students’academic achievement and the attitudes of students by using peer instruction method.The implementation was carried out seven weeks with 60 participants in an introduction to mathematics analysis lesson in Suleyman Demirel University in Kazakhstan.Two first course groups were randomly assigned to treatment and control groups.The final results were obtained to measure students’academic achievement and questionnaires used to indicate attitudes towards peer instruction.Data were analyzed,using analysis of t-test(p=0.029)with an alpha significance level of 0.05.The results of final questions indicated,peer instruction has a significant positive effect on students’achievement in the introduction to mathematics analysis course and the results of questionnaires demonstrated peer instruction(PI)has a positive impact on peers’understanding by making learning interesting and interactive,and it also creates conducive atmosphere in the class.

The Effect of Cooperative Learning on Students Academic Achievement

The purpose of the research study is to investigate the effect of Cooperative Learning(CL)on 8th grade students’academic achievement while also considering the achievement outcomes by gender and to test the hypothesis that CL improves student achievement.The present study was carried out during the Covid-19 pandemic for six weeks during the academic year 2020-2021 in Nurorda high-school in Nursultan in Kazakhstan.The subjects of the study were 86 students(31 girls and 55 boys)aged 13-15 years old and were randomly divided into two groups,45 students in the experimental group and 41 students in the control group.Final test was administered to students as measuring instrument.The t-test statistical technique was performed in order to answer to the research questions.The data obtained were analyzed with SPSS 21.00 statistical program.The significance level was taken as p<0.05 in the analyzes.Results indicated that the CL has significant positive effects on students’mathematics achievement.

MAJOR ACHIEVEMENTS OF THE INSTITUTE OF MATHEMATICS

The Institute of Mathematics of the CAS is one of the major research center in mathematics in China.It has a high-level scientific team with rich human resources for scientific research.At present,it has over 80 researchers including 45 full professors,29 doctoral advisors and four CAS Members. Over the past ten years,the institute had made great contributions to the development of the mathematical cause in China.Many prizes have been awarded to re-

Comparison of Students Academic Performance in Mathematics Between Online and Offline Learning

The coronavirus has affected many areas of life,especially in the field of education.With the beginning of the Pandemic,the transition to online learning began,which affected the development of students and teachers in terms of using innovative technologies and programs,such as Zoom,Webex,Discord,Google Meet,Moodle,EDX,Coursera,www.examus.network,etc.In this regard,many teachers are wondering whether the online method of teaching is as effective as the offline method.In this article,we focused on finding out whether there is a significant difference in student performance between online and offline modes of learning in the study of mathematics.58 students were in a group where they studied online and 58 students were in a group where they studied offline.The study involved first-year college students of Jambyl Innovative Higher College(JICH)in Taraz,Kazakhstan.The final control work was carried out at the end of week 18,which tested all areas covered by the topic in both groups.The average scores of students studying offline were compared with the average of students studying online.To avoid confusion,the researchers also conducted and analyzed an independent t-test.The results showed that there is a significant difference in the academic performance of students who study online and offline.The offline teaching method has proven to be more effective for improving students’understanding and comprehension of mathematics topics.

A Longitudinal Study of the Effects of Family Background Factors on Mathematics Achievements Using Quantile Regression

Quantile regression is gradually emerging as a powerful tool for estimating models of conditional quantile functions, and therefore research in this area has vastly increased in the past two decades. This paper, with the quantile regression technique, is the first comprehensive longitudinal study on mathematics participation data collected in Alberta, Canada. The major advantage of longitudinal study is its capability to separate the so-called cohort and age effects in the context of population studies. One aim of this paper is to study whether the family background factors alter performance on the mathematical achievement of the strongest students in the same way as that of weaker students based on the large longitudinal sample of 2000, 2001 and 2002 mathematics participation longitudinal data set. The interesting findings suggest that there may be differential family background factor effects at different points in the mathematical achievement conditional distribution.

What Can China Learn From Evidence-Based Educational Reform?A Comparative Review of Educational Technology Programs’Effects on Mathematics Achievement

Purpose:This review contrasts the U.S.and Chinese mainland in terms of educational technology programs’effects on mathematics achievement.The existing evaluation studies are assessed and compared,especially from the perspective of research quality.Moreover,this review finds out what intervention programs work in these two countries and classifies evidence levels of effective programs.Design/Approach/Methods:A systematic review and meta-analysis method is used.Findings:The application of educational technology programs produced a better effect in Chinese mainland than in the U.S.,however,the quantity and quality of evaluation studies is concerning in Chinese mainland.Since 2010,four programs in the U.S.and one program in Chinese mainland have qualified for strong evidence of effectiveness,which are worthy of receiving scale-up grants.Originality/Value:This is the first systematic review to contrast the U.S.and China in terms of educational technology programs'effects on mathematics achievement.Determining what works through high-quality experiments is probably the most important requirement for evidence-based reform in education.This review compares the developments of the U.S.,a leader of the movement,with those of China,an undecided observer.The review may provide enlightenment for the undecided countries and regions.