Abstract This paper presents the results of the statistical graphs’ analysis according to the curricular guidelines and its implementation in eighteen primary education mathematical textbooks in Perú, which correspond to three complete series and are from different editorials. In them, through a content analysis, we analyzed sections where graphs appeared, identifying the type of activity that arises from the graphs involved, the demanded reading level and the semiotic complexity task involved. The textbooks are partially suited to the curricular guidelines regarding the graphs presentation by educational level and the number of activities proposed by the three editorials are similar. The main activity that is required in textbooks is calculating and building. The predominance of bar graphs, a basic reading level and the representation of an univariate data distribution in the graph are observed in this study.

This dataset consists of mathematical question and answer pairs, from a range of question types at roughly school-level difficulty. This is designed to test the mathematical learning and algebraic reasoning skills of learning models.

## Example questions

 Question: Solve -42*r + 27*c = -1167 and 130*r + 4*c = 372 for r.
 Answer: 4
 
 Question: Calculate -841880142.544 + 411127.
 Answer: -841469015.544
 
 Question: Let x(g) = 9*g + 1. Let q(c) = 2*c + 1. Let f(i) = 3*i - 39. Let w(j) = q(x(j)). Calculate f(w(a)).
 Answer: 54*a - 30

It contains 2 million (question, answer) pairs per module, with questions limited to 160 characters in length, and answers to 30 characters in length. Note the training data for each question type is split into "train-easy", "train-medium", and "train-hard". This allows training models via a curriculum. The data can also be mixed together uniformly from these training datasets to obtain the results reported in the paper. Categories:

• algebra (linear equations, polynomial roots, sequences)
• arithmetic (pairwise operations and mixed expressions, surds)
• calculus (differentiation)
• comparison (closest numbers, pairwise comparisons, sorting)
• measurement (conversion, working with time)
• numbers (base conversion, remainders, common divisors and multiples, primality, place value, rounding numbers)
• polynomials (addition, simplification, composition, evaluating, expansion)
• probability (sampling without replacement)

5,156 Images - Mathematical Formula Handwriting OCR Data

Description

5,156 Images - Mathematical Formula Handwriting OCR Data. The writing envirenment includes A4 paper, square paper, lined paper, white board, etc. The data diversity includes multiple writing papers, multiple types of mathematical formulas, multiple photographic angles. The collecting angeles are looking up angleand eye-level angle. The dataset can be used for tasks such as mathematical formula handwriting OCR. For more details, please refer to the link: https://www.nexdata.ai/datasets/ocr/1323?source=Kaggle

Data size

5,156 images

Collecting environment

A4 paper, square paper, lined paper, white board, etc.

Data diversity

including multiple writing papers, multiple types of mathematical formulas, multiple photographic angles

Device

cellphone

Photographic angle

looking up angle, eye-level angle

Data format

the image data format is .jpg

Annotation content

different types of handwritten mathematical formula data were collected

Accuracy rate

according to the Collection content, the collecting accuracy is over 97%

Licensing Information

Commercial License

About the Math-Students Dataset

This dataset, originally sourced from the UCI Machine Learning Repository, offers a rich collection of data on student performance in a math program. It provides detailed insights into both the academic achievements and the socio-demographic backgrounds of the students, making it an excellent resource for educational data mining and predictive analytics.

Key Features & Attributes

• Demographics & Background:

  • School: Identifies the student's school (e.g., Gabriel Pereira or Mousinho da Silveira).
  • Sex & Age: Basic demographic information to help explore performance trends among different groups.
  • Address & Family Size: Details about the student’s home environment, including whether they live in an urban or rural area and their family size.

• Parental & Household Information:

  • Parental Cohabitation & Education: Data on whether parents live together and their education levels, which can correlate with student support and academic outcomes.
  • Parental Occupation: Information on the mother’s and father’s jobs, providing further context on socioeconomic factors.

• Educational & Behavioral Variables:

  • Study Time & Failures: Weekly study time and history of past class failures help gauge academic dedication and potential challenges.
  • Support & Extracurricular Activities: Records on whether the student has received extra educational support or participates in extracurricular activities, which can influence overall performance.
  • School-Related Factors: Travel time to school, attendance (absences), and participation in additional paid classes contribute to a holistic view of the educational environment.

• Lifestyle & Social Factors:

  • Internet Access, Free Time & Socializing: Variables like internet availability, free time, and how often students go out with friends help capture lifestyle and behavioral patterns.
  • Health & Well-being: Self-reported health status and alcohol consumption patterns during weekdays and weekends offer insights into personal well-being, which may impact academic performance.

• Academic Performance:

  • Grades: The dataset includes three key assessments—G1 (first period grade), G2 (second period grade), and G3 (final grade). G3, the final grade, serves as the primary target variable for predictive models.

Potential Applications

• Predictive Modeling:
  Researchers and data scientists can build regression models to predict final grades (G3) based on the numerous socio-demographic and educational features.
• Exploratory Data Analysis:
  The dataset is ideal for exploring relationships between family background, lifestyle choices, and academic success. For example, one could analyze how study time or parental education levels correlate with performance.
• Educational Interventions:
  By identifying key factors that contribute to academic outcomes, educators and policymakers can develop targeted interventions to support at-risk students.
• Comparative Studies:
  While this dataset focuses on math scores, its structure is similar to the Portuguese language course dataset. This similarity provides opportunities for cross-domain comparisons in educational research.

Additional Insights

• Data Complexity & Quality:
  Despite its moderate size, the dataset is rich in both categorical and numerical variables. This diversity requires careful preprocessing and feature engineering but also offers the chance to uncover complex interactions between various factors.
• Research Impact:
  The dataset has been widely used in the field of educational data mining. Its comprehensive nature has provided a basis for numerous studies examining the interplay between academic performance and a range of external factors.
• Historical Context:
  Originating from a study presented at the 5th FUBUTEC 2008 conference, the dataset has contributed valuable insights into secondary school performance and continues to serve as a benchmark for educational analytics research.

Mathematical Problems Dataset: Various Mathematical Problems and Solutions

Mathematical Problems Dataset: Questions and Answers

By math_dataset (From Huggingface) [source]

About this dataset

This dataset comprises a collection of mathematical problems and their solutions designed for training and testing purposes. Each problem is presented in the form of a question, followed by its corresponding answer. The dataset covers various mathematical topics such as arithmetic, polynomials, and prime numbers. For instance, the arithmetic_nearest_integer_root_test.csv file focuses on problems involving finding the nearest integer root of a given number. Similarly, the polynomials_simplify_power_test.csv file deals with problems related to simplifying polynomials with powers. Additionally, the dataset includes the numbers_is_prime_train.csv file containing math problems that require determining whether a specific number is prime or not. The questions and answers are provided in text format to facilitate analysis and experimentation with mathematical problem-solving algorithms or models

How to use the dataset

• Introduction: The Mathematical Problems Dataset contains a collection of various mathematical problems and their corresponding solutions or answers. This guide will provide you with all the necessary information on how to utilize this dataset effectively.

• Understanding the columns: The dataset consists of several columns, each representing a different aspect of the mathematical problem and its solution. The key columns are:

  • question: This column contains the text representation of the mathematical problem or equation.
  • answer: This column contains the text representation of the solution or answer to the corresponding problem.

• Exploring specific problem categories: To focus on specific types of mathematical problems, you can filter or search within the dataset using relevant keywords or terms related to your area of interest. For example, if you are interested in prime numbers, you can search for prime in the question column.

• Applying machine learning techniques: This dataset can be used for training machine learning models related to natural language understanding and mathematics. You can explore various techniques such as text classification, sentiment analysis, or even sequence-to-sequence models for solving mathematical problems based on their textual representations.

• Generating new questions and solutions: By analyzing patterns in this dataset, you can generate new questions and solutions programmatically using techniques like data augmentation or rule-based methods.

• Validation and evaluation: As with any other machine learning task, it is essential to validate your models on separate validation sets not included in this dataset properly. You can also evaluate model performance by comparing predictions against known answers provided in this dataset's answer column.

• Sharing insights and findings: After working with this datasets, it would be beneficial for researchers or educators to share their insights, approaches taken during analysis/modelling as Kaggle notebooks/ discussions/ blogs/ tutorials etc., so that others could get benefited from such shared resources too.

Note: Please note that the dataset does not include dates.

By following these guidelines, you can effectively explore and utilize the Mathematical Problems Dataset for various mathematical problem-solving tasks. Happy exploring!

Research Ideas

• Developing machine learning algorithms for solving mathematical problems: This dataset can be used to train and test models that can accurately predict the solution or answer to different mathematical problems.
• Creating educational resources: The dataset can be used to create a wide variety of educational materials such as problem sets, worksheets, and quizzes for students studying mathematics.
• Research in mathematical problem-solving strategies: Researchers and educators can analyze the dataset to identify common patterns or strategies employed in solving different types of mathematical problems. This analysis can help improve teaching methodologies and develop effective problem-solving techniques

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

License: CC0 1.0 Universal (CC0 1.0) - Public Domain Dedication No Copyright - You can copy, modify, distribute and perform the work, even for commercial purpos...

Abstract This paper analyses the cognitive demand of mathematical tasks proposed for probability and statistical learning present in Chilean school textbooks. Results show a range of mathematical tasks with a strong predominance of those related to connection procedures. On the other hand, they show the need to broaden the type of tasks which seek to foster probability and statistical learning in Primary Education, especially in the case of probability, since according to this study data, the types of tasks proposed for its learning is not very varied. This fact diminishes its applicability value, which consequently limits its comprehension.

Abstract

TIMSS measures trends in mathematics and science achievement at the fourth and eighth grades in participating countries around the world, as well as monitoring curricular implementation and identifying promising instructional practices. Conducted on a regular 4-year cycle, TIMSS has assessed mathematics and science in 1995, 1999, 2003, and 2007, with planning underway for 2011. TIMSS collects a rich array of background information to provide comparative perspectives on trends in achievement in the context of different educational systems, school organizational approaches, and instructional practices. To support and promote secondary analyses aimed at improving mathematics and science education at the fourth and eighth grades, the TIMSS 2007 international database makes available to researchers, analysts, and other users the data collected and processed by the TIMSS project. This database comprises student achievement data as well as student, teacher, school, and curricular background data for 59 countries and 8 benchmarking participants. Across both grades, the database includes data from 433,785 students, 46,770 teachers, 14,753 school principals, and the National Research Coordinators of each country. All participating countries gave the IEA permission to release their national data.

Geographic coverage

The survey had national coverage

Analysis unit

Units of analysis in the study include documents, schools and individuals

Universe

The TIMSS target populations are all fourth and eighth graders in each participating country. The teachers in the TIMSS 2007 international database do not constitute representative samples of teachers in the participating countries. Rather, they are the teachers of nationally representative samples of students. Therefore, analyses with teacher data should be made with students as the units of analysis and reported in terms of students who are taught by teachers with a particular attribute. Teacher data are analyzed by linking the students to their teachers. The student-teacher linkage data files are used for this purpose.

Kind of data

Sample survey data [ssd]

Sampling procedure

The TIMSS target populations are all fourth and eighth graders in each participating country. To obtain accurate and representative samples, TIMSS used a two-stage sampling procedure whereby a random sample of schools is selected at the first stage and one or two intact fourth or eighth grade classes are sampled at the second stage. This is a very effective and efficient sampling approach, but the resulting student sample has a complex structure that must be taken into consideration when analyzing the data. In particular, sampling weights need to be applied and a re-sampling technique such as the jackknife employed to estimate sampling variances correctly.

In addition, TIMSS 2007 uses Item Response Theory (IRT) scaling to summarize student achievement on the assessment and to provide accurate measures of trends from previous assessments. The TIMSS IRT scaling approach used multiple imputation-or "plausible values"-methodology to obtain proficiency scores in mathematics and science for all students. Each student record in the TIMSS 2007 international database contains imputed scores in mathematics and science overall, as well as for each of the content domain subscales and cognitive domain subscales. Because each imputed score is a prediction based on limited information, it almost certainly includes some small amount of error. To allow analysts to incorporate this error into analyses of the TIMSS achievement data, the TIMSS database provides five separate imputed scores for each scale. Each analysis should be replicated five times, using a different plausible value each time, and the results combined into a single result that includes information on standard errors that incorporate both sampling and imputation error.

Mode of data collection

Face-to-face [f2f]

Research instrument

The study used the following questionnaires: Fourth Grade Student Questionnaire, Fourth Grade Teacher Questionnaire, Fourth Grade School Questionnaire, Eighth Grade Student Questionnaire, Eighth Grade Mathematics Teacher Questionnaire, Eighth Grade Science Teacher Questionnaire, and Eighth Grade School Questionnaire. Information on the variables obtained or derived from questions in the survey is available in the TIMSS 2007 user guide for the international database: Data Supplement3: Variables derived from the Student, Teacher, and School Questionnaire data.

English and maths progress, by institution type and student gender.

The current study is dedicated to obtaining a more thorough understanding of the use of variation and connections in naturalistic mathematics teaching practices in China. The research object is the mathematics topic of functions in the senior secondary school curriculum, which requires approximately 8–16 lessons to fit the specific situations of different classes. The participants were six ordinary mathematics teachers in three locally renowned schools located in three different cities in China. Various data collection methods were applied in this research to identify more information on natural real-world teaching design regarding the use of variation and connections. First, observation with video recording was conducted in all lessons to capture more details and can be repeatedly viewed and examined. The essential information has been extracted and integrated, which can be found in the file "Video Note". Second, semi-structured interviews were conducted with teachers to gather their basic information, explore their intentions and reflections about lessons, and validate the ideas of the researcher. This information can be found in the file "Interview". Third, students' performances were also collected from tests, which can be found in the file "Test". The data of all types were categorized by teachers, i.e., the video set of lessons taught by each teacher, the interview of each teacher, and the overall test results of the class taught by each teacher. Therefore, there are usually six cases corresponding to six teachers in all files.

Entries and passes for below level 3 English and maths, by qualification type, institution type and student gender.Includes entries in the current exam year for 16-18 students, after discounting. Includes pending awards.

MetaMath QA

Mathematical Questions for Large Language Models

By Huggingface Hub [source]

About this dataset

This dataset contains meta-mathematics questions and answers collected from the Mistral-7B question-answering system. The responses, types, and queries are all provided in order to help boost the performance of MetaMathQA while maintaining high accuracy. With its well-structured design, this dataset provides users with an efficient way to investigate various aspects of question answering models and further understand how they function. Whether you are a professional or beginner, this dataset is sure to offer invaluable insights into the development of more powerful QA systems!

More Datasets

For more datasets, click here.

Featured Notebooks

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How to use the dataset

Data Dictionary

The MetaMathQA dataset contains three columns: response, type, and query. - Response: the response to the query given by the question answering system. (String) - Type: the type of query provided as input to the system. (String) - Query:the question posed to the system for which a response is required. (String)

Preparing data for analysis

It’s important that before you dive into analysis, you first familiarize yourself with what kind data values are present in each column and also check if any preprocessing needs to be done on them such as removing unwanted characters or filling in missing values etc., so that it can be used without any issue while training or testing your model further down in your process flow.

##### Training Models using Mistral 7B

Mistral 7B is an open source framework designed for building machine learning models quickly and easily from tabular (csv) datasets such as those found in this dataset 'MetaMathQA ' . After collecting and preprocessing your dataset accordingly Mistral 7B provides with support for various Machine Learning algorithms like Support Vector Machines (SVM), Logistic Regression , Decision trees etc , allowing one to select from various popular libraries these offered algorithms with powerful overall hyperparameter optimization techniques so soon after selecting algorithm configuration its good practice that one use GridSearchCV & RandomSearchCV methods further tune both optimizations during model building stages . Post selection process one can then go ahead validate performances of selected models through metrics like accuracy score , F1 Metric , Precision Score & Recall Scores .

##### Testing phosphors :

After successful completion building phase right way would be robustly testing phosphors on different evaluation metrics mentioned above Model infusion stage helps here immediately make predictions based on earlier trained model OK auto back new test cases presented by domain experts could hey run quality assurance check again base score metrics mentioned above know asses confidence value post execution HHO updating baseline scores running experiments better preferred methodology AI workflows because Core advantage finally being have relevancy inexactness induced errors altogether impact low

Research Ideas

• Generating natural language processing (NLP) models to better identify patterns and connections between questions, answers, and types.
• Developing understandings on the efficiency of certain language features in producing successful question-answering results for different types of queries.
• Optimizing search algorithms that surface relevant answer results based on types of queries

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

License: CC0 1.0 Universal (CC0 1.0) - Public Domain Dedication No Copyright - You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. See Other Information.

Columns

File: train.csv | Column name | Description | |:--------------|:------------------------------------| | response | The response to the query. (String) | | type | The type of query. (String) |

Acknowledgements

If you use this dataset in your research, please credit the original authors. If you use this dataset in your research, please credit Huggingface Hub.

This Excel file contains data for schools offering classes in mathematics and science for all states. The file contains one spreadsheet for total schools.

Public and Catholic board-level course enrolment in Grade 9 Math by course type (academic, applied and locally developed) for each academic year. School boards report this data using the Ontario School Information System (OnSIS).

Includes:

• academic year
• board number
• board name
• course grade
• course type
• number of students
• percentage of students

Data excludes private schools, school authorities, publicly funded hospital and provincial schools, Education and Community Partnership Program (ECPP) facilities, summer, night and adult continuing education day schools.

Enrolment totals include withdrawn and dropped courses.

Students enrolled in more than one course are counted for each course.

Cells are suppressed in categories with less than 10 students. Enrolment totals are rounded to the nearest five.

Abstract

This study examines the effect of the use of two Open Educational Resources (OER) (a Khan Academy online tutorial and an open textbook hosted on Wikibooks) on logical-mathematical outcomes for first and second-year students in higher education institutions in Chile. It also investigates perceptions of instructors and students about the use of OER, in order to understand how these resources are used and valued. Quantitative and qualitative methods were used to collect student performance data via a student survey, student focus groups, interviews with instructors, and sourcing institutional records.

Only the institutional records, focus group data and interview data are included in the final dataset. Student survey data is not made available for confidentiality reasons. Findings indicate that students in a contact-study mathematics course who used a Khan Academy online mathematics tutorial obtained better examination results than students who did not use any additional resources, or those who used the open textbook. Moreover, it was also found that instructors and students have positive perceptions about the use of Khan Academy and Wikibooks materials.This study is Sub-project 9 of the Research on Open Educational Resources for Development (ROER4D) project, hosted by the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town, South Africa, and Wawasan Open University, Malaysia.

Geographic coverage

The interviews and survey data were conducted at one institution in Chile and are not representative of the country as a whole.

Analysis unit

Individuals

Universe

The survey covered students and instructors in the single institution involved in the study.

Kind of data

Focus group and survey data

Mode of data collection

Face-to-face and internet [f2f-int]

"Mathematical dataset based on 71 famous mathematical identities. Each entry consists of a name of the identity (name), a representation of that identity (formula), a label whether the representation belongs to the identity (label), and an id of the mathematical identity (formula_name_id). The false pairs are intentionally challenging, e.g., a^2+2^b=c^2as falsified version of the Pythagorean Theorem. All entries have been generated by using data.json as starting point and applying the randomizing and falsifying algorithms here. The formulas in the dataset are not just pure mathematical, but contain also textual descriptions of the mathematical identity. At most 400000 versions are generated per identity. There are ten times more falsified versions than true ones, such that the dataset can be used for a training with changing false examples every epoch."

https://huggingface.co/datasets/ddrg/named_math_formulas

The data include information about 85 rigorous experimental studies that evaluated 64 programs in grades K-5 mathematics. These data were collected by the research team from studies included in a systematic review of programs for elementary mathematics. The data contain study and finding level information to examine what types of programs are most effective.

The Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) is a World Bank Group financed project through the government of Rwanda to support Mathematics and Science teachers from upper primary and lower secondary schools. The project was confirmed in 2019 and initiated in 2020. The dataset deposited here comprises two types of data; (1) teacher performance scores per subject taught [Math (for both primary and secondary school teachers), Physics, Chemistry, Biology taught in secondary, and Science and Elementary Technology (SET) taught in upper primary school], (2) teacher belief scores. The data were collected before and after a continuous profession development (CPD) training program of five months starting from March to July 2023. The training program comprised four channels that are ICT integration in teaching math and science, content knowledge (SCK), Math and Science laboratory activities, and innovative pedagogy. The data are collected from seven districts of Rwanda that were involved in the second cohort of training (2022-2023).

Math Formula Retrieval

Math Formula Pair Classification Dataset

By ddrg (From Huggingface) [source]

About this dataset

With a total of six columns, including formula1, formula2, label (binary format), formula1, formula2, and label, the dataset provides all the necessary information for conducting comprehensive analysis and evaluation.

The train.csv file contains a subset of the dataset specifically curated for training purposes. It includes an extensive range of math formula pairs along with their corresponding labels and unique ID names. This allows researchers and data scientists to construct models that can predict whether two given formulas fall within the same category or not.

On the other hand, test.csv serves as an evaluation set. It consists of additional pairs of math formulas accompanied by their respective labels and unique IDs. By evaluating model performance on this test set after training it on train.csv data, researchers can assess how well their models generalize to unseen instances.

By leveraging this informative dataset, researchers can unlock new possibilities in mathematics-related fields such as pattern recognition algorithms development or enhancing educational tools that involve automatic identification and categorization tasks based on mathematical formulas

How to use the dataset

Introduction

Dataset Description

train.csv

The train.csv file contains a set of labeled math formula pairs along with their corresponding labels and formula name IDs. It consists of the following columns: - formula1: The first mathematical formula in the pair (text). - formula2: The second mathematical formula in the pair (text). - label: The classification label indicating whether the pair of formulas belong to the same category or not (binary). A label value of 1 indicates that both formulas belong to the same category, while a label value of 0 indicates different categories.

test.csv

The purpose of the test.csv file is to provide a set of formula pairs along with their labels and formula name IDs for testing and evaluation purposes. It has an identical structure to train.csv, containing columns like formula1, formula2, label, etc.

Task

The main task using this dataset is binary classification, where your objective is to predict whether two mathematical formulas belong to the same category or not based on their textual representation. You can use various machine learning algorithms such as logistic regression, decision trees, random forests, or neural networks for training models on this dataset.

Exploring & Analyzing Data

Before building your model, it's crucial to explore and analyze your data. Here are some steps you can take:

• Load both CSV files (train.csv and test.csv) into your preferred data analysis framework or programming language (e.g., Python with libraries like pandas).
• Examine the dataset's structure, including the number of rows, columns, and data types.
• Check for missing values in the dataset and handle them accordingly.
• Visualize the distribution of labels to understand whether it is balanced or imbalanced.

Model Building

Once you have analyzed and preprocessed your dataset, you can start building your classification model using various machine learning algorithms:

• Split your train.csv data into training and validation sets for model evaluation during training.
• Choose a suitable

Research Ideas

• Math Formula Similarity: This dataset can be used to develop a model that classifies whether two mathematical formulas are similar or not. This can be useful in various applications such as plagiarism detection, identifying duplicate formulas in databases, or suggesting similar formulas based on user input.
• Formula Categorization: The dataset can be used to train a model that categorizes mathematical formulas into different classes or categories. For example, the model can classify formulas into algebraic expressions, trigonometric equations, calculus problems, or geometric theorems. This categorization can help organize and search through large collections of mathematical formulas.
• Formula Recommendation: Using this dataset, one could build a recommendation system that suggests related math formulas based on user input. By analyzing the similarities between different formula pairs and their corresponding labels, the system could provide recommendations for relevant mathematical concepts that users may need while solving problems or studying specific topics in mathematics

Acknowle...