<?xml version="1.0"?>
<rss version="2.0">
   <channel>
      <title>Factors that can affect Teaching Reading and Math by María Fernanda Castro Beltethon</title>
      <link>https://padlet.com/201401541/ykx40253y1n1</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2017-07-26 12:30:27 UTC</pubDate>
      <lastBuildDate>2024-12-05 03:40:30 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url></url>
      </image>
      <item>
         <title>FACTORS THAT CAN AFFECT TEACHING READING AND MATH</title>
         <author>201401541</author>
         <link>https://padlet.com/201401541/ykx40253y1n1/wish/179494141</link>
         <description><![CDATA[<div>There is a purpose of the study that is practically the sense of personal and proffesional growing. There are factors that can affect teaching reading and math during class, mainly in students. </div>]]></description>
         <enclosure url="https://padletuploads.blob.core.windows.net/prod/198156279/501318e340ef421cdeff9a9bcc7bbd50/081.jpg" />
         <pubDate>2017-07-26 12:37:52 UTC</pubDate>
         <guid>https://padlet.com/201401541/ykx40253y1n1/wish/179494141</guid>
      </item>
      <item>
         <title>SELF CONFIDENCE, ATTITUDE, MOTIVATION, AND PRACTICE</title>
         <author>201401541</author>
         <link>https://padlet.com/201401541/ykx40253y1n1/wish/179494196</link>
         <description><![CDATA[<div>The roll of a student is very important in this topic. As teachers, we have to motivate the students to learn. And a consecuence is a good attitude during learning. Then, the practice of the topic to obtain a significant learning</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-07-26 12:39:16 UTC</pubDate>
         <guid>https://padlet.com/201401541/ykx40253y1n1/wish/179494196</guid>
      </item>
      <item>
         <title>ECONOMICAL SITUATION</title>
         <author>201401541</author>
         <link>https://padlet.com/201401541/ykx40253y1n1/wish/179494227</link>
         <description><![CDATA[<div>Socio-economic status is determined to be a predictor of mathematics achievement. Studies repeatedly discovered that the parents’ annual level of income is correlated with students’ math achievement scores (Eamon, 2005; Jeynes, 2002; Hochschild, 2003; McNeal, 2001). Socio-economic status was found significant in primary math and science achievement scores (Ma &amp; Klinger, 2000).<br>A number of studies showed that parents with higher socio-economic status are more involved in their children’s education than parents of lower socio-economic status. This greater involvement results in development of positive attitudes of children toward school, classes, and enhancement of academic achievement (Epstein, 1987; Lareau, 1987; Stevenson &amp; Baker, 1987)</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-07-26 12:39:49 UTC</pubDate>
         <guid>https://padlet.com/201401541/ykx40253y1n1/wish/179494227</guid>
      </item>
      <item>
         <title>GENDER </title>
         <author>201401541</author>
         <link>https://padlet.com/201401541/ykx40253y1n1/wish/179494928</link>
         <description><![CDATA[<div>Some recent studies have revealed that gender differences in mathematics education seem to be narrowing in many countries. However, studies indicate that as students reach higher grades, gender differences favor increase in math achievement by males (Campbell, 1995; Gray, 1996; Mullis, Martin, Fierros, Goldberg, &amp; Stemler, 2000)</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-07-26 12:51:36 UTC</pubDate>
         <guid>https://padlet.com/201401541/ykx40253y1n1/wish/179494928</guid>
      </item>
   </channel>
</rss>
