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  PoS   WORD HIS EDU SOC LAW HUM PHIL SCI MED BUS
1  J    IN-DEPTH 118 236 370 55 126 57 218 119 20
2  N    VARIANT 133 19 273 87 331 170 342 143 22
3  J    INSIGNIFICANT 113 58 164 115 90 87 155 50 12
4  R    JOINTLY 152 69 144 203 62 67 252 44 88
5  J    CAUSAL 93 247 596 161 207 331 272 159 1
6  J    DISPARATE 167 74 154 148 178 96 197 25 31
7  R    ADMITTEDLY 142 24 93 138 126 119 142 28 29
8  R    UNIVERSALLY 140 63 131 167 121 167 141 70 22
9  J    INDISPENSABLE 215 31 98 220 127 185 104 45 29
10  J    PARTICIPATING 99 295 277 170 90 56 302 220 25
 

subjects in the study. To determine if attitudes and beliefs have this profound of effect on American students' performance in mathematics, research believes that it may be helpful to compare American students to Chinese students. By providing comparative data, the researcher found marked differences in the beliefs of American and Taiwanese students in four areas under investigation: how to do well in mathematics, what math sloutions should be, motivation. The present study makes a potentially important contribution to our understanding of child development and education in two cultures. Poor performance by American students on tests of mathematics and science has reached the level of a national crisis. Why is this? Study after study has reported on one or another facet of the low standing of Americans in international competition. For example, in a recent cross-national study of mathematics achievement, American students in the eighth and twelfth grades were below the international average in problem solving, geometry, algebra, calculus, and other

 
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[ACADEMIC] Journal of Instructional Psychology (2004)