Quest Mathematics
Walda Caesar
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A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities hypothesis, all of the mean effect sizes in mathematics achievement were very small (d < 0.15); however, national effect sizes showed considerable variability (ds = -0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive math attitudes and affect (ds = 0.10 to 0.33); national effect sizes ranged from d = -0.61 to 0.89. In contrast to those of previous tests of the gender stratification hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women's share of research jobs, and women's parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls' and women's agency cross-nationally.
Scientific American is part of Springer Nature, which owns or has commercial relations with thousands of scientific publications (many of them can be found at www.springernature.com/us). Scientific American maintains a strict policy of editorial independence in reporting developments in science to our readers.
Clara Moskowitz is a senior editor at Scientific American, where she covers astronomy, space, physics and mathematics. She has been at Scientific American for a decade; previously she worked at Space.com. Moskowitz has reported live from rocket launches, space shuttle liftoffs and landings, suborbital spaceflight training, mountaintop observatories, and more. She has a bachelor's degree in astronomy and physics from Wesleyan University and a graduate degree in science communication from the University of California, Santa Cruz.
Curriculum Focal Points are the most important mathematical topics for each grade level. They comprise related ideas, concepts, skills, and procedures that form the foundation for understanding and using mathematics and lasting learning. Curriculum Focal Points have been integral in the revision of many state math standards for Pre-K through grade 8.
Learn about instructional progression, how to introduce concepts, and how to build a deeper understanding of mathematical topics. Learn about the major learning progressions that occur in grades pre-K-2, 3-5, and 6-8 with grade band books, and then bring focus into the classroom with each grade-specific book that presents the mathematics in each Focal Point in more detail.
From 2015 to 2019, we provided third-grade students experiencing mathematics difficulty with an intensive word-problem intervention called Pirate Math Equation Quest. During Pirate Math Equation Quest, students received explicit instruction on reading, interpreting, setting up, and solving word problems with a focus on schemas. Students also received modeling and practice related to understanding the equal sign and equation solving within the word-problem intervention.
We identified eligible students experiencing mathematics difficulty as those scoring at or below the 13th percentile on a measure of word problems. During 2015-2018, our first three cohorts of students in Pirate Math Equation Quest: Individual Word-Problem Intervention With Total, Difference, and Change Schemas received the word-problem intervention 3 times per week, for 16 weeks, with sessions lasting approximately 30 minutes.
Rigorous evaluations of all three iterations of Pirate Math Equation Quest indicated that third-grade students experiencing mathematics difficulty demonstrated improved word-problem performance with Pirate Math Equation Quest compared to students who did not participate in the intervention (Powell, Berry, & Barnes, 2019).
Sarah R. Powell is an associate professor in the Department of Special Education at The University of Texas at Austin. Powell acts as principal investigator of the Institute of Education Sciences grant that funds Pirate Math Equation Quest. Powell also works on research funded by the T. L. L. Temple Foundation, National Science Foundation, Office of Special Education Programs, and Texas Education Agency. Powell was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) in 2019. A former kindergarten teacher, Powell is excited to help teachers improve the mathematics instruction of students experiencing mathematics difficulty.
Contact - srpo...@austin.utexas.edu
The UTMA is a proctored, online exam that determines calculus and pre-calculus course placement. This assessment is proctored via video, must be taken in one sitting and will function on most devices. Calculators are not permitted, and results are available in 24 hours.
Students may take the UTMA during their senior year of high school for admissions purposes in the fall, before attending orientation once admitted to UT, and during the academic year once enrolled at UT.
*April 1, 2023 until present (Applies to both ACT and SAT scores.)
Students can provide unofficial documentation showing that they meet any of the above exemptions by uploading documents to the mathematics department for review.
Prior to uploading, you must rename your file using your UT EID in the file name.
Please do not upload your materials more than once. Exemptions are approved in the order they are received.
CNS Students are exempt only in very limited circumstances: Incoming CNS Students may be exempt if they are (i) international exchange students or (ii) former Texas Academy of Math and Science students. Students who graduate from TAMS having completed the equivalent of M 408D, M 408M, or M 361K are exempt from the UT Math Assessment.
The UTMA has been designed to be as universally accessible as possible. The test is untimed and can be completed using personal devices/technology, therefore reducing the need for most individualized accommodations. Calculation is a skill being tested as part of the UTMA so calculators are not permitted on the exam. If you have a disability and have accessibility concerns about the UTMA, please contact read...@cns.utexas.edu. Students may also contact Disability and Access for information on accommodations and accessibility services at UT.
Academic Integrity
Please use academic integrity for the UT Math Assessment provided by the University's Honor Code. A fundamental principle for any educational institution, academic integrity is highly valued and seriously regarded at The University of Texas at Austin. More specifically, you and other students are expected to maintain absolute integrity and a high standard of individual honor in scholastic work undertaken at the University.
To get started, you will need to purchase the Math Readiness Package and follow the "Click to Download" link in your electronic receipt. This will take you to the learning modules and warm-up assessment. You will also have access to revisit modules where improvement is possible to continue to hone your calculus skills. Please plan to spend a significant amount of time practicing in the learning modules before your assessment.
The Math Department will notify students who have not met the prerequisite requirement via Secure Academic Note (SAN) prior to the start of the semester for students enrolled in M 305G, M 408C, M 408K, M 408N, M 408R, M 408Q.
After you enroll in a Calculus I course for an upcoming semester you will receive access to the UTMA via SAN. If you have not received an enrollment message via SAN and believe that you should be enrolled in the UTMA, please contact your academic advisor to determine your eligibility and prerequisite status.
Current UT students have the option to prepare for the UTMA with the Math Readiness Package that includes the online warm-up assessment and learning modules. However, it is not required to purchase the Math Readiness Package.
If you decide to purchase the Math Readiness Package, you can get started by following the "Click to Download" link in your electronic receipt. This will take you to the learning modules and warm-up assessment. You will also have access to revisit modules where improvement is possible to continue to hone your calculus skills. Please plan to spend a significant amount of time practicing in the learning modules before your assessment. If you have already purchased this package in the past, please find your previous order number and contact Quest with your name and UT EID at ques...@austin.utexas.edu.
Your results will be available within 24 hours, and your academic advisor will review your results to make appropriate recommendations for course registration. Your results are verified by the Mathematics Department before the semester begins, and you will be notified by the Mathematics Department if you do not meet the prerequisite requirement.
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