Balomenos, Richard H.
Overview
Works:  11 works in 26 publications in 2 languages and 314 library holdings 

Genres:  Examinations 
Roles:  Author 
Publication Timeline
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Most widely held works by
Richard H Balomenos
College algebra by
Timothy J Kelly(
Book
)
6 editions published between 1986 and 1992 in English and held by 132 WorldCat member libraries worldwide
6 editions published between 1986 and 1992 in English and held by 132 WorldCat member libraries worldwide
College algebra and trigonometry by
Timothy J Kelly(
Book
)
6 editions published between 1987 and 1992 in English and held by 102 WorldCat member libraries worldwide
6 editions published between 1987 and 1992 in English and held by 102 WorldCat member libraries worldwide
College trigonometry by
Timothy J Kelly(
Book
)
1 edition published in 1987 in English and held by 46 WorldCat member libraries worldwide
1 edition published in 1987 in English and held by 46 WorldCat member libraries worldwide
Algebra y trigonometría : precálculo by
Timothy J Kelly(
Book
)
3 editions published in 1996 in Spanish and held by 15 WorldCat member libraries worldwide
3 editions published in 1996 in Spanish and held by 15 WorldCat member libraries worldwide
The Balomenos lectures : mathematics in society and the curriculum by
Richard H Balomenos(
Book
)
2 editions published in 1988 in English and held by 10 WorldCat member libraries worldwide
2 editions published in 1988 in English and held by 10 WorldCat member libraries worldwide
College algebra and trigonometry, second edition : student solutions manual by
Timothy J Kelly(
Book
)
1 edition published in 1992 in English and held by 4 WorldCat member libraries worldwide
1 edition published in 1992 in English and held by 4 WorldCat member libraries worldwide
Solutions manual [to] College algebra and trigonometry by
Timothy J Kelly(
Book
)
2 editions published in 1987 in English and held by 2 WorldCat member libraries worldwide
2 editions published in 1987 in English and held by 2 WorldCat member libraries worldwide
An Investigation of Calculus Learning Using Factorial Modeling by
Thomas P Dick(
Book
)
1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide
Structural covariance models that would explain the correlations observed among mathematics achievement and participation measures and related cognitive and affective variables were developed. A sample of college calculus students (n=268; 124 females and 144 males) was administered a battery of cognitive tests (including measures of spatialvisual ability and field dependence/independence) and a battery of affective scales (including measures of attitude toward mathematics, confidence, perceived usefulness of mathematics, and effectance motivation). Measures of previous academic achievement and participation in mathematics and science, and achievement in the calculus course itself were recorded. The sample was then split into two subsamples. Using one subsample, a test of the hypothesis that males and females have the same covariance structure for the measures was performed. A significant difference was found (p less than .0001). Separate structural models were developed for males and females based on the sample correlations from this subsample. The second subsample was used to evaluate the adequacy of the developed models by application of factorial modeling, a confirmatory tool for such models. There was evidence of a reasonable fit for both models. Directions for further research with the aim of improving the model is discussed. Extensive statistical tables are appended. (Author/JN)
1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide
Structural covariance models that would explain the correlations observed among mathematics achievement and participation measures and related cognitive and affective variables were developed. A sample of college calculus students (n=268; 124 females and 144 males) was administered a battery of cognitive tests (including measures of spatialvisual ability and field dependence/independence) and a battery of affective scales (including measures of attitude toward mathematics, confidence, perceived usefulness of mathematics, and effectance motivation). Measures of previous academic achievement and participation in mathematics and science, and achievement in the calculus course itself were recorded. The sample was then split into two subsamples. Using one subsample, a test of the hypothesis that males and females have the same covariance structure for the measures was performed. A significant difference was found (p less than .0001). Separate structural models were developed for males and females based on the sample correlations from this subsample. The second subsample was used to evaluate the adequacy of the developed models by application of factorial modeling, a confirmatory tool for such models. There was evidence of a reasonable fit for both models. Directions for further research with the aim of improving the model is discussed. Extensive statistical tables are appended. (Author/JN)
College algebra and trigonometry solutions manual by
Timothy J Kelly(
Book
)
1 edition published in 1992 in English and held by 1 WorldCat member library worldwide
1 edition published in 1992 in English and held by 1 WorldCat member library worldwide
The ancillary sampler for College algebra, second edition [and] College algebra and trigonometry, second edition by
Timothy J Kelly(
Book
)
1 edition published in 1992 in English and held by 1 WorldCat member library worldwide
1 edition published in 1992 in English and held by 1 WorldCat member library worldwide
Study guide [to] College algebra and trigonometry by
Timothy J Kelly(
Book
)
2 editions published in 1987 in English and held by 1 WorldCat member library worldwide
2 editions published in 1987 in English and held by 1 WorldCat member library worldwide
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