2014-02-12 07:32:29 - Math Genie provides math for kids abacus lessons everyday to solve problems with cool games from private tutors and combines the ancient abacus with modern child psychology to create a unique strategy for kids to learn math.
"The New Jersey Assessment of Skills and Knowledge For Grade 4 Technical Report Dated May 2003 created and made available by the New Jersey Department of Education is significant to all the parents students and private tutors at all of the three Math Genie abacus math for kids schools in New Jersey in the United States of America, continues on to state the following, quote “Frequency distributions of the May 2003 NJ ASK item p-values (difficulty values) and item discrimination indices are provided by content section and cluster for Language Arts Literacy and Mathematics in Tables 6.1.2 and 6.1.3, respectively. The top section of each table shows the distribution of item difficulty values; the bottom section shows the distribution of
point-biserial indices. 6.2 Speediness. The NJ ASK is intended to provide sufficient time for all students to respond to almost all of the questions. Table 6.2.1 presents data concerning the extent to which this intent was met".
"Table 6.2.1 shows that the percent of students omitting the Reading multiple-choice items was very small while the percent of students omitting the open-ended items varied from 2.0% to 6.2%. Table 6.2.1 also shows the percentage of students omitting each of the last two Mathematics multiple-choice items in each part and all Mathematics open-ended items. The percent of students omitting the Mathematics multiple-choice items ranged from 0.5% to 4.3%. The percent of students omitting the Mathematics open-ended items ranged from 1.2% to 4.0%. 6.3 Interco relations. Pearson product-moment correlation between student scores on the Language Arts Literacy and Mathematics content areas is .71. Table 6.3.1 also shows the correlations between students’ scores in the major content clusters and item types".
"Table 6.3.1 shows the correlations between students’ scores on the content clusters. The scores used for all correlations were expressed in the raw score metric. Note that correlations between a content area and cluster within that content area are partially a function of the proportion of the content area that is made up of items from the given cluster. Clusters with more items that make up a higher proportion of the content area score increase the cluster-area correlation. For example, the correlation between Mathematics Total and Mathematics Multiple-Choice in Table 6.3.1 is quite high at .96 because 27 Mathematics Multiple-Choice points are part of the total Mathematics Total 42 points. In addition, correlations are partially a function of the number of items in the measures being correlated” end quote".
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