Sample records for mathematics achievement domain
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Directory of Open Access Journals (Sweden)
Antonijević Radovan M.
2006-01-01
Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.
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Comparison of learning models based on mathematics logical intelligence in affective domain
Widayanto, Arif; Pratiwi, Hasih; Mardiyana
2018-04-01
The purpose of this study was to examine the presence or absence of different effects of multiple treatments (used learning models and logical-mathematical intelligence) on the dependent variable (affective domain of mathematics). This research was quasi experimental using 3x3 of factorial design. The population of this research was VIII grade students of junior high school in Karanganyar under the academic year 2017/2018. Data collected in this research was analyzed by two ways analysis of variance with unequal cells using 5% of significance level. The result of the research were as follows: (1) Teaching and learning with model TS lead to better achievement in affective domain than QSH, teaching and learning with model QSH lead to better achievement in affective domain than using DI; (2) Students with high mathematics logical intelligence have better achievement in affective domain than students with low mathematics logical intelligence have; (3) In teaching and learning mathematics using learning model TS, students with moderate mathematics logical intelligence have better achievement in affective domain than using DI; and (4) In teaching and learning mathematics using learning model TS, students with low mathematics logical intelligence have better achievement in affective domain than using QSH and DI.
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Non-intellectual predictors of achievement in mathematics
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Milošević Nikoleta M.
2003-01-01
Full Text Available Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003. Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother’s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home. Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study.
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Jungert, Tomas; Hesser, Hugo; Träff, Ulf
2014-10-01
In social cognitive theory, self-efficacy is domain-specific. An alternative model, the cross-domain influence model, would predict that self-efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self-efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally-achieving children. The participants were 73 fifth-grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self-efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self-efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self-efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self-efficacy in the mathematics domain, and self-efficacy beliefs in different domains were correlated. Self-efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross-Domain Influence Model for normal achieving children. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.
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Xenidou-Dervou, Iro; Van Luit, Johannes E H; Kroesbergen, Evelyn H; Friso-van den Bos, Ilona; Jonkman, Lisa M; van der Schoot, Menno; van Lieshout, Ernest C D M
2018-04-24
Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We assessed 334 children's domain-general and mathematics-specific early cognitive abilities and their general mathematics achievement longitudinally across four time-points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum-based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain-general and mathematics-specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement. © 2018 John Wiley & Sons Ltd.
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Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement
Li, Yaoran; Geary, David C.
2013-01-01
Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusiv...
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Directory of Open Access Journals (Sweden)
Ajogbeje Oke James
2013-07-01
Full Text Available The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students’ achievement motivation and mathematics achievement, correlation coefficient between mathematics anxiety and college students’ achievement motivation as well as mathematics anxiety and mathematics achievement. The sample, 268 College of Education students offering mathematics as one of their subject combination, was selected using purposive sampling techniques. Three research instruments namely: Mathematics Anxiety Scale (MAS, Achievement Motivation Scale (AMS and Mathematics Achievement Test (MAT were used to collect data for the study. Data collected for the study were analyzed using correlational analysis and ANOVA. The results showed that a significantly low negative correlation coefficient existed between mathematics anxiety and mathematics achievement. There is a negative and significant correlation coefficient between mathematics anxiety and achievement motivation. Similarly, a positive and significant correlation coefficient also exists between achievement motivation and mathematics achievement. Based on the findings of the study, it was recommended that mathematics teachers should adopt activity based strategies and conducive learning environment in order to reduce college students’ anxieties in mathematics learning.
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Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade
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Kadijević Đorđe
2015-01-01
Full Text Available This paper presents the findings that are parts of a larger international project studying the achievements in mathematics and science for students in primary and lower secondary education. Specifically, we focused on the study of differences in mathematics achievement for Serbian and Slovenian fourth-graders. The study used a sample of 7,861 fourth-grade students from Serbia (N = 3,736 and Slovenia (N = 4,125. The results showed that Serbian students had higher overall achievement and scored higher in both the number content and the knowing cognitive domains, whereas Slovenian students scored higher on the geometry content and the data content domains, also having a higher balance among achievements for both content and cognitive domains. It was also found that Slovenian students had higher self-confidence in learning mathematics. Because there were no other significant differences between Serbia and Slovenia with respect to two other contextual variables and the correlations among these three contextual variables, the explanations of the achievement differences were based upon the consideration of various aspects of curriculum, teaching practice, and teachers' professional development in Serbia and Slovenia. The paper raises the question of educational implications of these findings and the possible directions of improving the quality of mathematics teaching.
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Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell
2013-01-01
The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3(rd) and 4(th) grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively "start-up" tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school.
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Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell
2013-01-01
The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3rd and 4th grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively “start-up” tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school. PMID:24255710
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Influence of Math Club Activities on Primary Students’ Mathematics Achievement
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Alenka Lipovec
2014-12-01
Full Text Available An intervention program called Didactic pentagon is described. Participants are teachers, students, parents, pre-service teachers and teacher educators. The programme is shaped as a math club activity. Empirical results focus on comparing mathematics achievements of students included in the programme and mathematically promising students taking part in TIMSS 2003. Experimental group has surpassed control group in overall results. Statistically significant differences in favour of experimental group can be found at intermediate international benchmark of mathematics achievements and at problem solving cognitive domain. The results can be assigned to pentagon activities guided by pre-service teachers. Cooperation between university and schools has evidently overcome the lack of pre-service teachers’ experience and helped in raising mathematical knowledge of school youth.
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Xenidou-Dervou, Iro; Van Luit, Johannes E H; Kroesbergen, Evelyn H; Friso-van den Bos, Ilona; Jonkman, Lisa M; van der Schoot, Menno; van Lieshout, Ernest C D M
2018-01-01
Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change
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Exploring Differential Effects of Mathematics Courses on Mathematics Achievement
Ma, Xin; McIntyre, Laureen J.
2005-01-01
Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after…
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Domain-Specific and Domain-General Training to Improve Kindergarten Children’s Mathematics
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Geetha B. Ramani
2017-12-01
Full Text Available Ensuring that kindergarten children have a solid foundation in early numerical knowledge is of critical importance for later mathematical achievement. In this study, we targeted improving the numerical knowledge of kindergarteners (n = 81 from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes; and the other targeting their underlying cognitive system, specifically, their working memory. Both interventions involved playing game-like activities on tablet computers over the course of several sessions. As predicted, both interventions improved children’s numerical magnitude knowledge as compared to a no-contact control group, suggesting that both domain-specific and domain-general interventions facilitate mathematical learning. Individual differences in effort during the working memory game, but not the number knowledge training game predicted children’s improvements in number line estimation. The results demonstrate the potential of using a rapidly growing technology in early childhood classrooms to promote young children’s numerical knowledge.
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Developmental gains in visuospatial memory predict gains in mathematics achievement.
Directory of Open Access Journals (Sweden)
Yaoran Li
Full Text Available Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4 were larger than gains in the capacity of the central executive (d = 1.6 that in turn were larger than gains in phonological memory span (d = 1.1. First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.
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Developmental gains in visuospatial memory predict gains in mathematics achievement.
Li, Yaoran; Geary, David C
2013-01-01
Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.
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Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement
Li, Yaoran; Geary, David C.
2013-01-01
Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning. PMID:23936154
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The contribution of spatial ability to mathematics achievement in middle childhood.
Gilligan, Katie A; Flouri, Eirini; Farran, Emily K
2017-11-01
Strong spatial skills are associated with success in science, technology, engineering, and mathematics (STEM) domains. Although there is convincing evidence that spatial skills are a reliable predictor of mathematical achievement in preschool children and in university students, there is a lack of research exploring associations between spatial and mathematics achievement during the primary school years. To address this question, this study explored associations between mathematics and spatial skills in children aged 5 and 7years. The study sample included 12,099 children who participated in both Wave 3 (mean age=5; 02 [years; months]) and Wave 4 (mean age=7; 03) of the Millennium Cohort Study. Measures included a standardised assessment of mathematics and the Pattern Construction subscale of the British Ability Scales II to assess intrinsic-dynamic spatial skills. Spatial skills at 5 and 7years of age explained a significant 8.8% of the variation in mathematics achievement at 7years, above that explained by other predictors of mathematics, including gender, socioeconomic status, ethnicity, and language skills. This percentage increased to 22.6% without adjustment for language skills. This study expands previous findings by using a large-scale longitudinal sample of primary school children, a population that has been largely omitted from previous research exploring associations between spatial ability and mathematics achievement. The finding that early and concurrent spatial skills contribute to mathematics achievement at 7years of age highlights the potential of spatial skills as a novel target in the design of mathematics interventions for children in this age range. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.
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Mathematical thinking styles of undergraduate students and their achievement in mathematics
Risnanosanti
2017-08-01
The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.
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Hassinger-Das, Brenna; Jordan, Nancy C.; Glutting, Joseph; Irwin, Casey; Dyson, Nancy
2013-01-01
Domain general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that attention problems and executive functioning both were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance while executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. PMID:24237789
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Hassinger-Das, Brenna; Jordan, Nancy C; Glutting, Joseph; Irwin, Casey; Dyson, Nancy
2014-02-01
Domain-general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that both attention problems and executive functioning were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance, whereas executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. Copyright © 2013 Elsevier Inc. All rights reserved.
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O'Neal, Melissa Jean
Canonical correlation analysis was used to analyze data from Trends in International Mathematics and Science Study (TIMSS) 2011 achievement databases encompassing information from fourth/eighth grades. Student achievement in life science/biology was correlated with achievement in mathematics and other sciences across three analytical areas: mathematics and science student performance, achievement in cognitive domains, and achievement in content domains. Strong correlations between student achievement in life science/biology with achievement in mathematics and overall science occurred for both high- and low-performing education systems. Hence, partial emphases on the inter-subject connections did not always lead to a better student learning outcome in STEM education. In addition, student achievement in life science/biology was positively correlated with achievement in mathematics and science cognitive domains; these patterns held true for correlations of life science/biology with mathematics as well as other sciences. The importance of linking student learning experiences between and within STEM domains to support high performance on TIMSS assessments was indicated by correlations of moderate strength (57 TIMSS assessments was indicated by correlations of moderate strength (57 mathematics, and other sciences. At the eighth grade level, students who built increasing levels of cognitive complexity upon firm foundations were prepared for successful learning throughout their educational careers. The results from this investigation promote a holistic design of school learning opportunities to improve student achievement in life science/biology and other science, technology, engineering, and mathematics (STEM) subjects at the elementary and middle school levels. While the curriculum can vary from combined STEM subjects to separated mathematics or science courses, both professional learning communities (PLC) for teachers and problem-based learning (PBL) for learners can be
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Attitude Towards Physics and Additional Mathematics Achievement Towards Physics Achievement
Veloo, Arsaythamby; Nor, Rahimah; Khalid, Rozalina
2015-01-01
The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards…
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Hadley, Kristin M.; Dorward, Jim
2011-01-01
Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...
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Crocker, Nicole; Riley, Edward P; Mattson, Sarah N
2015-01-01
The current study examined the relationship between mathematics and attention, working memory, and visual memory in children with heavy prenatal alcohol exposure and controls. Subjects were 56 children (29 AE, 27 CON) who were administered measures of global mathematics achievement (WRAT-3 Arithmetic & WISC-III Written Arithmetic), attention, (WISC-III Digit Span forward and Spatial Span forward), working memory (WISC-III Digit Span backward and Spatial Span backward), and visual memory (CANTAB Spatial Recognition Memory and Pattern Recognition Memory). The contribution of cognitive domains to mathematics achievement was analyzed using linear regression techniques. Attention, working memory, and visual memory data were entered together on Step 1 followed by group on Step 2, and the interaction terms on Step 3. Model 1 accounted for a significant amount of variance in both mathematics achievement measures; however, model fit improved with the addition of group on Step 2. Significant predictors of mathematics achievement were Spatial Span forward and backward and Spatial Recognition Memory. These findings suggest that deficits in spatial processing may be related to math impairments seen in FASD. In addition, prenatal alcohol exposure was associated with deficits in mathematics achievement, above and beyond the contribution of general cognitive abilities. PsycINFO Database Record (c) 2015 APA, all rights reserved.
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Cowan, Richard; Powell, Daisy
2014-01-01
Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…
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Separating Cognitive and Content Domains in Mathematical Competence
Harks, Birgit; Klieme, Eckhard; Hartig, Johannes; Leiss, Dominik
2014-01-01
The present study investigates the empirical separability of mathematical (a) content domains, (b) cognitive domains, and (c) content-specific cognitive domains. There were 122 items representing two content domains (linear equations vs. theorem of Pythagoras) combined with two cognitive domains (modeling competence vs. technical competence)…
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Competence with fractions predicts gains in mathematics achievement.
Bailey, Drew H; Hoard, Mary K; Nugent, Lara; Geary, David C
2012-11-01
Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grades (N=212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted 1-year gains in mathematics achievement (ß=.14, pmathematics achievement did not predict gains on the fractions concepts measure (ß=.03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, central executive span, and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. Copyright © 2012 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Effandi Zakaria
2017-02-01
Full Text Available This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30$ namely, the Realistic Mathematics Approach group (PMR and the control group $(n = 31$ namely, the traditional group. This study was conducted for six weeks. The instruments used in this study were the achievement test and the attitudes towards mathematics questionnaires. Data were analyzed using SPSS. To determine the difference in mean achievement and attitudes between the two groups, data were analyzed using one-way ANOVA test. The result showed significant differences between the Realistic Mathematics Approach and the traditional approach in terms of achievement. The study showed no significant difference between the Realistic Mathematics Approach and the traditional approach in term of attitudes towards mathematics. It can be concluded that the use of realistic mathematics education approach enhanced students' mathematics achievement, but not attitudes towards mathematics. The Realistic Mathematics Education Approach encourage students to participate actively in the teaching and learning of mathematics. Thus, Realistic Mathematics Education Approach is an appropriate methods to improve the quality of teaching and learning process.
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Directory of Open Access Journals (Sweden)
David J. Purpura
2017-12-01
Full Text Available Many children struggle to successfully acquire early mathematics skills. Theoretical and empirical evidence has pointed to deficits in domain-specific skills (e.g., non-symbolic mathematics skills or domain-general skills (e.g., executive functioning and language as underlying low mathematical performance. In the current study, we assessed a sample of 113 three- to five-year old preschool children on a battery of domain-specific and domain-general factors in the fall and spring of their preschool year to identify Time 1 (fall factors associated with low performance in mathematics knowledge at Time 2 (spring. We used the exploratory approach of classification and regression tree analyses, a strategy that uses step-wise partitioning to create subgroups from a larger sample using multiple predictors, to identify the factors that were the strongest classifiers of low performance for younger and older preschool children. Results indicated that the most consistent classifier of low mathematics performance at Time 2 was children’s Time 1 mathematical language skills. Further, other distinct classifiers of low performance emerged for younger and older children. These findings suggest that risk classification for low mathematics performance may differ depending on children’s age.
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Early predictors of high school mathematics achievement.
Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu
2012-07-01
Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.
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TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement
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Kadijević Đorđe
2008-01-01
Full Text Available This study, which used a sample of 137,346 students from thirty three countries that participated in the TIMSS 2003 project in the eighth grade, examined the features of the individual and collective relations of three dimensions of mathematics attitude to mathematics achievement (MA, searching for the dimension mostly related to that achievement. The three dimensions of mathematics attitude were self-confidence in learning mathematics (SCLM, liking mathematics (LM and usefulness of mathematics (UM. By utilizing psychometrically valid and reliable measures of the three dimensions, it was found that: (1 each dimension of mathematics attitude alone was positively related to MA for almost all thirty three countries; (2 SCLM was primarily related to MA for thirty one countries; (3 when the two other dimensions were held constant, SCLM was positively related to MA for thirty three countries, LM was negatively related to MA for thirty countries, whereas UM was not related to MA for twenty one countries; (4 positive collective relationships of SCLM, LM and UM to MA considerably varied from country to country. Implications for research and practice are included.
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Directory of Open Access Journals (Sweden)
Farkhatu Sikhah
2017-03-01
Full Text Available Tujuan penelitian ini adalah (1 Untuk mengetahui hubungan antara tingkat kecerdasan dengan prestasi belajar matematika (2 Untuk mengetahui hubungan antara motivasi berprestasi dengan prestasi belajar matematika (3 Untuk mengetahui hubungan antara kebiasaan belajar dengan prestasi belajar matematika (4 Untuk mengetahui hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa semester 1 kelas XI IPA SMAN 1 Bojong. Jumlah sampel dalam penelitian ini sebanyak 40 orang siswa. Penelitian ini merupakan penelitian deskriptif korelatif sehingga data dianalisa untuk mendeskripsikan hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. Instrumen pengambilan data menggunakan dokumentasi dan angket, dan dianalisa menggunakan regresi dan korelasi linier sederhana, serta regresi dan korelasi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara : (1 tingkat kecerdasan dengan prestasi belajar matematika siswa, (2 motivasi berprestasi dengan prestasi belajar matematika siswa, (3 kebiasaan belajar dengan prestasi belajar matematika siswa (4 tingkat kecerdasan, motivasi berprestasi dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. The purpose of this study is (1 To determine the relationship between the level of intelligence and academic achievement of mathematics (2 To determine the relationship between achievement motivation and learning achievement in mathematics (3 To determine the relationship between study habits and academic achievement of mathematics (4 To determine the relationship between level of intelligence, achievement motivation and study habits mathematics learning achievement of student mathematics 1st semester of grade XI IPA SMAN 1 Bojong. The number of samples in this study were 40 students.This research was descriptive
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Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model
Directory of Open Access Journals (Sweden)
Avelino G. Ignacio Jr.
2017-02-01
Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.
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Motivation and Achievement of Middle School Mathematics Students
Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin
2017-01-01
Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and…
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Effandi Zakaria; Muzakkir Syamaun
2017-01-01
This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30)$ namely, the Realistic Mathematics Approach group ...
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Self-concept mediates the relation between achievement and emotions in mathematics.
Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M
2017-09-01
Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept. © 2017 The British Psychological Society.
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Directory of Open Access Journals (Sweden)
Ali İhsan BORAN
2015-04-01
Full Text Available The purpose of this study is to investigate relationship of mathematics Olympiad (analysis-algebra and geometry scores of gifted students with IQ scores (verbal, performance and general and mathematics achievement scores of the gifted students. Study group of the study included 64 gifted students (27 girls and 37 boys who took courses from one Science and Art Center. Data of study involved scores of the participants on mathematics Olympiad exam, WISC-R test and school mathematics achievement. For analysis of the data Pearson correlation analysis, Spearman correlation analysis, independent groups’ t-test and Mann Whitney U test were utilized. The findings showed that there was no significant relationship between the Olympiad scores on analysis-algebra and geometry and IQ scores (general, performance and verbal. But the Olympiad scores on analysis-algebra and geometry factors were significantly related to school mathematics achievement. Comparing IQ scores of highest and lowest scorer groups on the Olympiad scores showed that there were no significant differences between IQ scores (general, performance and verbal of the groups. However school mathematics scores of the participants significantly differed in terms of groups determined based on analysis-algebra and geometry scores.
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The Effects of Modern Mathematics Computer Games on Mathematics Achievement and Class Motivation
Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan
2010-01-01
This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly…
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Areepattamannil, Shaljan; Kaur, Berinderjeet
2013-01-01
This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and…
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Comparing the achievement goal orientation of mathematics ...
African Journals Online (AJOL)
Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder. ... in recognising methods to direct learners' goals for better engagement with and improved results in mathematics, which could support learners to develop to their full potential in the subject.
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The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children.
Escovar, Emily; Rosenberg-Lee, Miriam; Uddin, Lucina Q; Menon, Vinod
2016-03-14
The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement.
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Directory of Open Access Journals (Sweden)
Caroline eHornung
2014-04-01
Full Text Available Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners’ nonverbal number sense and domain-general abilities i.e., working memory, fluid intelligence, and receptive vocabulary and their early number competence (i.e., symbolic number skills on first grade math achievement (arithmetic, shape and space skills, and number line estimation assessed one year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms.
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Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh
2016-01-01
The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...
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DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Poikkeus, Anna-Maija; Aunola, Kaisa; Nurmi, Jari-Erik
2015-01-01
This study is designed to investigate friend influence over mathematical reasoning in a sample of 374 children in 187 same-sex friend dyads (184 girls in 92 friendships; 190 boys in 95 friendships). Participants completed surveys that measured mathematical reasoning in the 3rd grade (approximately 9 years old) and one year later in the 4th grade (approximately 10 years old). Analyses designed for dyadic data (i.e., longitudinal Actor-Partner Interdependence Models) indicated that higher achieving friends influenced the mathematical reasoning of lower achieving friends, but not the reverse. Specifically, greater initial levels of mathematical reasoning among higher achieving partners in the 3rd grade predicted greater increases in mathematical reasoning from 3rd grade to 4th grade among lower achieving partners. These effects held after controlling for peer acceptance and rejection, task avoidance, interest in mathematics, maternal support for homework, parental education, length of the friendship, and friendship group norms on mathematical reasoning. PMID:26402901
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What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement.
Watts, Tyler W; Duncan, Greg J; Siegler, Robert S; Davis-Kean, Pamela E
2014-10-01
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of pre-kindergarten mathematics knowledge and early math learning for later achievement.
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Directory of Open Access Journals (Sweden)
Mustafa İLHAN
2013-12-01
Full Text Available This research aims to explore predictive power of mathematics anxiety in terms of gender and class variables. For this purpose relational model was used in the study. Working group of the research consists of 348 secondary school second stage students, 175 of whom are girls and 175 are boys, having education in four elementary schools in central district of Diyarbakır province, during 2011-2012 Academic Year, first Semester. “Math Anxiety Scale for Primary School Students” to determine students’ mathematics anxiety was used. Averages of students’ mathematics notes in the first term of 2011- 2012 academic year are taken as the achievement scores of mathematics. The collected data has been analyzed by SPSS 17.0. The relationship between mathematics achievement and math anxiety was analyzed with pearson correlation. The predictor power of math anxiety for mathematics achievement was determined by the regression analysis. According the research findings %17 of the total variance of mathematics achievement can be explained by math anxiety. It has been determined that predictive power of mathematics anxiety on mathematics success is higher in girls than boys. Furthermore, it has been determined in the research that predictive power of mathematics anxiety on mathematics success increases, as students proceed towards the next grade.
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Progress, Wealth, and Mathematics Achievement
DEFF Research Database (Denmark)
Valero, Paola
2013-01-01
I am interested in discussing the historical conditions that make it possible to formulate the idea that the mathematical qualifications of citizens in modern states is connected to the progress and economic development of nations. I interconnect apparently unrelated areas in an attempt to shed l......, H. (1899). Préface. L' Enseignement Mathématique, 1(1), 1-5. Popkewitz, T. S. (2008). Cosmopolitanism and the age of school reform: Science, education, and making society by making the child. New York: Routledge....... to the end of the 19th century. During the second half of the 19th century, mathematics teachers in different countries struggled to make mathematics part of the classic school curricula. During the second industrialization, the justification for the need for mathematics education was formulated in the first...... as a result, among others, of the growing series of comparative information on educational achievement and development. Such reports can be seen as performances of the comparative logic of Modernity that operates differential positioning, not only among individuals but also among nations, with respect to what...
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Improving preschoolers' mathematics achievement with tablets: a randomized controlled trial
Schacter, John; Jo, Booil
2017-09-01
With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children's mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered by their classroom teachers. After 22 weeks, there was a large and statistically significant effect on mathematics achievement for Math Shelf students (Cohen's d = .94). Moderator analyses demonstrated an even larger effect for low achieving children (Cohen's d = 1.27). These results suggest that early education teachers can improve their students' mathematics outcomes by integrating experimentally proven tablet software into their daily routines.
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Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?
Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie S.; Wolfe, Christopher; Spitler, Mary Elaine
2016-01-01
In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement. PMID:27057084
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Assisting Pupils in Mathematics Achievement (The Common Core Standards)
Ediger, Marlow
2011-01-01
Mathematics teachers must expect reasonably high standards of achievement from pupils. Too frequently, pupils attain at a substandard level and more optimal achievement is necessary. Thus, pupils should have self esteem needs met in the school and classroom setting. Thus, learners feel that mathematics is worthwhile and effort must be put forth to…
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Ghana's achievement in mathematics in TIMSS 2007 | Mereku ...
African Journals Online (AJOL)
performance on the international benchmarks also improved significantly. The mathematics score, 309, placed Ghana at the 47th position on the overall mathematics achievement results table when the 48 participating countries, which met the TIMSS sampling requirements, were ranked by their mean performances.
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Areepattamannil, Shaljan; Melkonian, Michael; Khine, Myint Swe
2015-04-01
The burgeoning immigrant population in major immigrant-receiving countries in North America and Europe has necessitated researchers and policymakers in these countries to examine the academic success of children of immigration and the factors contributing to their academic success. However, there is sparse research on the academic trajectories of children of immigration in other continents, such as Asia. Hence, the purpose of the present study was to examine first- and second-generation immigrant adolescents' mathematics achievement and dispositions towards mathematics in comparison to their native peers in one of the Middle Eastern countries in Asia, Qatar. The results of the study indicated that both first- and second-generation immigrant adolescents tended to have higher mathematics achievement, intrinsic motivation to learn mathematics, instrumental motivation to learn mathematics, mathematics self-efficacy, and mathematics self-concept than did their native counterparts. Moreover, immigrant adolescents tended to have lower mathematics anxiety than did their native peers. The study also revealed significant differences between first- and second-generation immigrant adolescents with respect to their mathematics achievement and dispositions towards mathematics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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Frenzel, Anne C.; Pekrun, Reinhard; Goetz, Thomas
2007-01-01
This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun's (2000, 2006) control-value theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students' different levels of control and value beliefs in mathematics, even when controlling…
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What’s Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.
2015-01-01
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of pre-kindergarten mathematics knowledge and early math learning for later achievement. PMID:26806961
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Self-concept mediates the relation between achievement and emotions in mathematics
Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M
BACKGROUND: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions.
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Self-concept mediates the relation between achievement and emotions in mathematics
Beek, J.P.J. van der; Ven, S.H.G. van der; Kroesbergen, E.H.; Leseman, P.P.M.
2017-01-01
Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions.
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The influence of instructional materials on mathematics achievement ...
African Journals Online (AJOL)
The influence of instructional materials on mathematics achievement of senior secondary students in Akamkpa Local Government Area of Cross River State, ... the ten public secondary schools in Akamkpa Local Government Area by stratified random technique, and two (2) Mathematics teachers per school for the study.
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Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?
Young, Jemimah L.; Young, Jamaal Rashad; Capraro, Mary Margaret
2017-01-01
The middle grades mathematics classroom is full of transitions that students must overcome to become successful long-term learners of mathematics. This transition can be exorbitantly more tumultuous for Black girls who must overcome gender and racial mathematics achievement stereotypes. Mathematics identities and achievement socialization trends…
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Casual Attributions of Adolescent Females in a Masculine Domain.
Krauser, Barbara Z.; Ballif, Bonnie L.
Achievement attributions of adolescent females in the masculine domain of mathematics were investigated in relation to self-schemas for gender, expectancy of success, and mathematics achievement. The most important findings revealed by multiple regression analysis were that mathematics achievement and the self-schema for masculinity predicted…
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Online Mathematics Homework Increases Student Achievement
Directory of Open Access Journals (Sweden)
Jeremy Roschelle
2016-10-01
Full Text Available In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a provides timely feedback and hints to students as they do homework and (b gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption.
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Rabab'h, Belal; Veloo, Arsaythamby
2015-01-01
Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…
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Seng, Ernest Lim Kok
2015-01-01
This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of…
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Factors affecting Mathematics achievement of first-year secondary ...
African Journals Online (AJOL)
This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were ...
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Brain based learning with contextual approach to mathematics achievement
Directory of Open Access Journals (Sweden)
V Kartikaningtyas
2017-12-01
Full Text Available The aim of this study was to know the effect of Brain Based Learning (BBL with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model.
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Factors Predicting Mathematics Achievement of 8th Graders in TIMSS 2015
Directory of Open Access Journals (Sweden)
Mehmet Hayri SARI
2017-09-01
Full Text Available In the study, it is aimed to investigate the student, teacher and school factors predicting mathematics achievement of Turkish 8th grade students in TIMSS 2015. The group of the study consists of 6079 students and 220 teachers who attended TIMSS from Turkey. The data of the study was obtained from student and teacher questionnaires and mathematics cognitive test scores. In the data analysis, multilevel regression analysis was used in which dependent variables were plausible mathematics scores and independent variables were student, teacher and school scale scores. According to results, 34% percent of student-level variance was explained by student-level variables. It was found that self-confidence level of students was the most important predictor of mathematics achievement among student-level variables. Additionally, educational resources at home variable was also among the important predictors of mathematics achievement. Teacher and school factors explained 29% of between school variance. Among these variables, school emphasis on academic success and teaching limited by student needs were two significant variables that could predict mathematics achievement of students.
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Self-Concept Mediates the Relation between Achievement and Emotions in Mathematics
Van der Beek, Jojanneke P. J.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.
2017-01-01
Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. Aims: The aims were (1) to investigate the…
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The Origins of Diverse Domains of Mathematics: Generalist Genes but Specialist Environments.
Kovas, Y; Petrill, S A; Plomin, R
2007-02-01
The authors assessed 2,502 ten-year-old children, members of 1,251 pairs of twins, on a Web-based battery of problems from 5 diverse aspects of mathematics assessed as part of the U.K. national curriculum. This 1st genetic study into the etiology of variation in different domains of mathematics showed that the heritability estimates were moderate and highly similar across domains and that these genetic influences were mostly general. Environmental factors unique to each twin in a family (rather than shared by the 2 twins) explained most of the remaining variance, and these factors were mostly specific to each domain.
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The Origins of Diverse Domains of Mathematics: Generalist Genes but Specialist Environments
Kovas, Y.; Petrill, S. A.; Plomin, R.
2009-01-01
The authors assessed 2,502 ten-year-old children, members of 1,251 pairs of twins, on a Web-based battery of problems from 5 diverse aspects of mathematics assessed as part of the U.K. national curriculum. This 1st genetic study into the etiology of variation in different domains of mathematics showed that the heritability estimates were moderate and highly similar across domains and that these genetic influences were mostly general. Environmental factors unique to each twin in a family (rather than shared by the 2 twins) explained most of the remaining variance, and these factors were mostly specific to each domain. PMID:19756208
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High Achievement in Mathematics Education in India: A Report from Mumbai
Raman, Manya
2010-01-01
This paper reports a study aimed at characterizing the conditions that lead to high achievement in mathematics in India. The study involved eight schools in the greater Mumbai region. The main result of the study is that the notion of high achievement itself is problematic, as reflected in the reports about mathematics achievement within and…
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Directory of Open Access Journals (Sweden)
Louise M. Saija
2012-09-01
Full Text Available Salah satu standar yang diberikan oleh National Council of Teachers of Mathematics (NCTM adalah disposisi matematik. Disposisi bukan sekedar merujuk pada sikap tetapi suatu kecenderungan untuk berpikir dan bersikap dalam cara yang positif. Penelitian ini bertujuan untuk menganalisa disposisi matematik dan hubungannya dengan hasil belajar matematika siswa-siswa sekolah menengah atas (SMA. Sampel pada penelitian ini adalah 149 siswa SMA di Bandung. Analisa statistik didasarkan pada korelasi peringkat Spearman dan uji-t. Ditemukan bahwa secara rata-rata, disposisi matematik dari siswa-siswa SMA dikategorikan rendah. Selanjutnya, terdapat korelasi positif dan signifikan antara disposisi matematik dan hasil belajar matematika siswa-siswa SMA, walaupun nilai koefisien korelasinya tidak tinggi. Suatu observasi juga dilakukan untuk menganalisa hubungan ini, dan didapati bahwa walaupun beberapa siswa memiliki disposisi matematik yang baik, kadang kala mereka tidak dapat menyelesaikan ujian dengan baik, karena padatnya kurikulum, dan juga aktifitas sosial mereka, yang membuat hasil belajar matematika mereka lebih rendah. Temuan lainnya adalah bahwa siswa-siswa SMA memerlukan guru-guru matematika dengan lebih banyak strategi mengajar agar mereka dapat memiliki disposisi matematik yang lebih baik. Kata Kunci: Disposisi Matematik, Hasil Belajar Matematika One of the evaluation standards given by the National Council of Teachers of Mathematics (NCTM was mathematical disposition. Disposition refers not simply to attitudes but to a tendency to think and to act in positive ways. This study aimed to analyze the mathematical disposition and its correlation with mathematics achievement of senior high school (SMA students. A total of 149 SMA students in Bandung were procured as samples. Statistical analysis was based on the Spearman rank correlation and on the t-test. The findings showed that at average, the mathematical disposition of the SMA
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The Origins of Diverse Domains of Mathematics: Generalist Genes but Specialist Environments
Kovas, Y.; Petrill, S. A.; Plomin, R.
2007-01-01
The authors assessed 2,502 ten-year-old children, members of 1,251 pairs of twins, on a Web-based battery of problems from 5 diverse aspects of mathematics assessed as part of the U.K. national curriculum. This 1st genetic study into the etiology of variation in different domains of mathematics showed that the heritability estimates were moderate and highly similar across domains and that these genetic influences were mostly general. Environmental factors unique to each twin in a family (rath...
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Accelerating Mathematics Achievement Using Heterogeneous Grouping
Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.
2006-01-01
This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…
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Prendergast, Mark; O'Donoghue, John
2014-11-01
This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment) show that there are still marked differences between the achievement and attitude of male and female students in Irish mathematics classrooms. This paper examines the influence of gender in more detail and also investigates the impact of single-sex or co-educational schooling. This is a follow on study which further analyses data collected by the authors when they designed a pedagogical framework and used this to develop, implement and evaluate a teaching intervention in four second-level Irish schools. The aim of this pedagogical framework was to promote student interest in the topic of algebra through effective teaching of the domain. This paper further analyses the quantitative data collected and investigates whether there were differences in students' enjoyment and achievement scores based on their gender and whether they attended single-sex or co-educational schools.
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Kapucu, Serkan
2017-01-01
This study aims to explore the relationships among Turkish high school students' attitude towards physics, self-efficacy of learning physics, mathematics achievement, and physics achievement. To investigate the relationships, a unique questionnaire that identifies the attitude, self-efficacy and achievements were delivered to a total of 301 high…
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Trends in researching the socioeconomic influences on mathematical achievement
DEFF Research Database (Denmark)
Valero, Paola; Meaney, Tamsin
2014-01-01
We introduce the topic of socioeconomic influences on mathematical achievement through an overview of existing research reports and articles. International trends in the way the topic has emerged and become increasingly important in the international field of mathematics education research are ou...
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Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda
Directory of Open Access Journals (Sweden)
Henry Nsubuga Kiwanuka
2015-08-01
Full Text Available This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.
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Profile of mathematics anxiety of 7th graders
Udil, Patrisius Afrisno; Kusmayadi, Tri Atmojo; Riyadi
2017-08-01
Mathematics anxiety is one of the important factors affect students mathematics achievement. This present research investigates profile of students' mathematics anxiety. This research focuses on analysis and description of students' mathematics anxiety level generally and its dominant domain and aspect. Qualitative research with case study strategy was used in this research. Subject in this research involved 15 students of 7th grade chosen with purposive sampling. Data in this research were students' mathematics anxiety scale result, interview record, and observation result during both mathematics learning activity and test. They were asked to complete mathematics anxiety scale before interviewed and observed. The results show that generally students' mathematics anxiety was identified in the moderate level. In addition, students' mathematics anxiety during mathematics test was identified in the high level, but it was in the moderate level during mathematics learning process. Based on the anxiety domain, students have a high mathematics anxiety on cognitive domain, while it was in the moderate level for psychological and physiological domains. On the other hand, it was identified in low level for psychological domain during mathematics learning process. Therefore, it can be concluded that students have serious and high anxiety regarding mathematics on the cognitive domain and mathematics test aspect.
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Areepattamannil, Shaljan
2014-01-01
This study examined the relationships between academic motivation-intrinsic motivation, extrinsic motivation, amotivation-and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed.
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Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics
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Adedeji TELLA
2008-10-01
Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.
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Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka
2007-01-01
Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…
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Harwell, Michael; Moreno, Mario; Post, Thomas
2016-01-01
This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…
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Predictors of Mathematics Achievement in Jamaican Elementary School Children.
Roach, D. A.
1981-01-01
Using 418 sixth-graders in Jamaica, sex, family size, birth order, occupational level, father's presence, preference for conceptual style, field dependence, reading achievement, and mental ability were examined in relationship to mathematics achievement. Mental ability, reading achievement, and family size, in that order, were found to predict…
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What’s Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.
2014-01-01
© 2014 AERA. Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multisite longitudinal data. We find that preschool mathematics ability predicts ...
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Pinxten, Maarten; Marsh, Herbert W; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan
2014-03-01
The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed. © 2013 The British Psychological Society.
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Exploring the affective domain in the teaching of mathematics
DEFF Research Database (Denmark)
Schmidt, Maria Christina Secher; Nissen, Stine Karen; Tonnesen, Pia Beck
2015-01-01
The paper presents the initial constructs of a study being carried out within the Danish public school (primary education) during the fall of 2015. It is based on a substudy conducted in connection with a study of the Early Mathematics Intervention Program for Marginal Groups in Denmark (TMTM i.e....... The methodology forms the basis for a qualitative approach toward gaining insight into the affective domain, which contributes to a field of research significantly dominated by quantitative approaches........e. Tidlig Matematikindsats Til Marginalgrupper). The 12-week intervention was implemented by 82 mathematics teachers in 41 schools in 31 different Danish municipalities. The presentation focuses on the development of a methodology aimed at capturing young students’ voices and views on mathematics...
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Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin
2011-01-01
The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…
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EFFECTIVENESS OF FOLK MATHEMATICS ON ACHIEVEMENT AT SECONDARY LEVEL STUDENT
Mrs. K. K. Sumathi
2016-01-01
The present study is aimed at finding the effectiveness of folk mathematics on achievement at secondary level student. It was an experimental method conducted on secondary school students in teaching mathematics for seventh standard. The result concluded by the investigator was that the effect of folk mathematics was better than the traditional method of teaching.
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The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.
Watts, Tyler W; Duncan, Greg J; Chen, Meichu; Claessens, Amy; Davis-Kean, Pamela E; Duckworth, Kathryn; Engel, Mimi; Siegler, Robert; Susperreguy, Maria I
2015-01-01
Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first-grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
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Mathematics Achievement by Immigrant Children
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Gary G. Huang
2000-05-01
Full Text Available In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS, I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born childrenpresumably children of indigenous groupsthan among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.
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The Big Fish-Little Pond Effect on Affective Factors Based on PISA 2012 Mathematics Achievement
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Dilara BAKAN KALAYCIOĞLU
2017-03-01
Full Text Available In this study, the 2012 PISA Turkey student questionnaire data is considered to determine the big fish-little pond effect. The mathematics self-efficacy, self-concept and anxiety affective factors are examined to explain the relation of each of them with the school type, gender, socioeconomic status, student’s mathematics achievement and school’s mathematics achievement covariates. A total number of 771 students from 88 high schools are in the sample. Factor analyses’ results support the construct validity of the Student Questionnaire’s mathematics self-efficacy, anxiety and self-concept items. Data set is analyzed with Multiple Indicator Multiple Cause Model and the patterns of association with covariates and affective factors were tested simultaneously. According to the results, Anatolian high school students have a higher mathematics self-efficacy and lower mathematics anxiety than do the general high school students. However, when the student mathematics achievement and school mathematics achievement variables were inserted to the model, school type was not associated with mathematics self-efficacy. Moreover, Anatolian high school student’s mathematics anxiety was higher than that of the general high school students. Student’s mathematics achievement was the most significant predictor of the mathematics self-efficacy, anxiety and self-concept factors. Finally, school’s mathematics achievement was a significant predictor of only mathematics self-concept. The identification of increase in school’s mathematics achievement yields a decrease in the student’s mathematics self-concept may be considered as the most important result of this study. These results provide evidence about the Anatolian high schools’ students experience big fish-little pond effect.
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Directory of Open Access Journals (Sweden)
Camilla Gilmore
2017-12-01
Full Text Available Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conceptual understanding and working memory. However, most studies have only tested independent effects of these factors and failed to consider moderating effects. We explored the procedural skill, conceptual understanding and working memory capacity of 75 children aged 5 to 6 years as well as their overall mathematical achievement. We found that, not only were all three skills independently associated with mathematics achievement, but there was also a significant interaction between them. We found that levels of conceptual understanding and working memory moderated the relationship between procedural skill and mathematics achievement such that there was a greater benefit of good procedural skill when associated with good conceptual understanding and working memory. Cluster analysis also revealed that children with equivalent levels of overall mathematical achievement had differing strengths and weaknesses across these skills. This highlights the importance of considering children’s skill profile, rather than simply their overall achievement.
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Comparing the achievement goal orientation of mathematics ...
African Journals Online (AJOL)
A quantitative, exploratory research design was used. ... Goals affect how learners approach mathematics learning activities, which could ... research on academic success and ADHD has focused on reading ... from the data analysis process. ... Achievement goal orientation is based on a ...... Research design: Qualitative,.
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House, J. Daniel; Telese, James A.
2016-01-01
Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in…
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The link between middle school mathematics course placement and achievement.
Domina, Thurston
2014-01-01
The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.
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Peng, Peng; Namkung, Jessica; Barnes, Marcia; Sun, Congying
2016-01-01
The purpose of this meta-analysis was to determine the relation between mathematics and working memory (WM) and to identify possible moderators of this relation including domains of WM, types of mathematics skills, and sample type. A meta-analysis of 110 studies with 829 effect sizes found a significant medium correlation of mathematics and WM, r…
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Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones
Jacobi-Vessels, Jill L.; Brown, E. Todd; Molfese, Victoria J.; Do, Ahn
2016-01-01
Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent…
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Directory of Open Access Journals (Sweden)
Madhabi Chatterji
2005-11-01
Full Text Available In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect, at-home reading time by parents (with a large positive main effect and school size (with a small positive main effect. Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement.
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Factors Affecting Turkish Students' Achievement in Mathematics
Demir, Ibrahim; Kilic, Serpil; Depren, Ozer
2009-01-01
Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and…
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Relationship between affect and achievement in science and mathematics in Malaysia and Singapore
Thoe Ng, Khar; Fah Lay, Yoon; Areepattamannil, Shaljan; Treagust, David F.; Chandrasegaran, A. L.
2012-11-01
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students' achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students' scores on four items in the TIMSS 2007 survey instrument pertaining to students' affect towards science and mathematics together with students' gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students' gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating 'affect' components of academic
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Areepattamannil, Shaljan; Khine, Myint Swe; Melkonian, Michael; Welch, Anita G; Al Nuaimi, Samira Ahmed; Rashad, Fatimah F
2015-10-01
Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, this study examined the relations of adolescent children's perceptions of their parents' attitudes towards mathematics to their own attitudes towards mathematics and mathematics achievement among a sample of 5116 adolescents from 384 schools in the United Arab Emirates. The results of this cross-sectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents disregarded the importance of learning mathematics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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Directory of Open Access Journals (Sweden)
Nico W Van Yperen
Full Text Available During the past three decades, the achievement goal approach to achievement motivation has emerged as an influential area of research, and is dedicated to understanding the reasons behind the individual's drive to achieve competence and performance. However, the current literature on achievement goals is segmented rather than integrated. That is, citations across the three major and distinct achievement domains (work, education, and sports are more the exception than the rule and similarities and differences between findings for the different achievement domains have yet to be tested. The purpose of the present study was to examine the relationships between self-reported achievement goals and nonself-report performance through meta-analysis, and the moderating potential of achievement domain. Identifying achievement domain as moderator improves our understanding to which contexts we can (not generalize conclusions to, it helps to understand seemingly inconsistent findings, and opens avenues for future research on the underlying processes. Because the achievement goal (AG measure used in a study is partially confounded with achievement domain, we examined the moderating role of this variable as well. Our findings suggest that - overall - approach goals (either mastery or performance were associated positively with performance attainment, whereas avoidance goals (either mastery or performance were associated negatively with performance attainment. These relationships were moderated by achievement domain. For example, relative to the education or work domain, in the sports domain, we did not observe negative correlations between avoidance goals and performance. The absence of statistical moderation due to AG measure suggests that the observed moderation of achievement domain cannot be explained by the AG measure utilized. We suggest further steps to integrate the achievement goal literature, and accordingly, to broaden and deepen understanding of
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Van Yperen, Nico W; Blaga, Monica; Postmes, Tom
2014-01-01
During the past three decades, the achievement goal approach to achievement motivation has emerged as an influential area of research, and is dedicated to understanding the reasons behind the individual's drive to achieve competence and performance. However, the current literature on achievement goals is segmented rather than integrated. That is, citations across the three major and distinct achievement domains (work, education, and sports) are more the exception than the rule and similarities and differences between findings for the different achievement domains have yet to be tested. The purpose of the present study was to examine the relationships between self-reported achievement goals and nonself-report performance through meta-analysis, and the moderating potential of achievement domain. Identifying achievement domain as moderator improves our understanding to which contexts we can (not) generalize conclusions to, it helps to understand seemingly inconsistent findings, and opens avenues for future research on the underlying processes. Because the achievement goal (AG) measure used in a study is partially confounded with achievement domain, we examined the moderating role of this variable as well. Our findings suggest that - overall - approach goals (either mastery or performance) were associated positively with performance attainment, whereas avoidance goals (either mastery or performance) were associated negatively with performance attainment. These relationships were moderated by achievement domain. For example, relative to the education or work domain, in the sports domain, we did not observe negative correlations between avoidance goals and performance. The absence of statistical moderation due to AG measure suggests that the observed moderation of achievement domain cannot be explained by the AG measure utilized. We suggest further steps to integrate the achievement goal literature, and accordingly, to broaden and deepen understanding of performance
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Gender differences in mathematics achievement in Beijing: A meta-analysis.
Li, Meijuan; Zhang, Yongmei; Liu, Hongyun; Hao, Yi
2017-12-19
The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology. We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China. A large data set of Grade 5 and Grade 8 students who took the mathematical test from 2008 to 2013 (n = 73,318) were analysed. Meta-analysis was used in this research. The findings were as follows. (1) No gender differences in mathematical achievement exist among students in Grade 5, relatively small gender differences exist in Grade 8, females scored higher than males, and variance of male students is larger than that of females in both Grade 5 and Grade 8. (2) Except for statistics and probability, gender differences in other domains in Grade 8 are significantly higher than those in Grade 5, and female students outperform males. (3) The ratio of students of both gender in Grade 5 and Grade 8 at the 95-100% percentile level shows no significant differences. However, the ratio of male students is significantly higher than that of females at the 0-5% percentile level. (4) In Grade 5, the extent to which females outperformed males in low SES group is larger than that in higher SES groups, and in Grade 8, the magnitude of gender differences in urban schools is smaller than that in rural schools. There is a small gender difference among the 8th graders, with the male disadvantage at the bottom of the distribution. And gender differences also vary across school locations. © 2017 The British Psychological Society.
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Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement
Swearingen, Dixie K.
2011-01-01
This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…
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Sex differences in mathematical achievement: Grades, national test, and self-confidence
Directory of Open Access Journals (Sweden)
Egorova, Marina S.
2016-09-01
Full Text Available Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society. The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept. The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs and singletons (n = 2,227 attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010–2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ twin pairs. The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math
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Effects of Background and School Factors on the Mathematics Achievement.
Papanastasiou, Constantinos
2002-01-01
Using a structural equation model, this study investigated the mathematics achievement of eighth graders in Cyprus enrolled in the year 1994-1995. The model considered two exogenous constructs related to student background and five endogenous constructs. Although attitudes, teaching, and beliefs had direct effect on mathematics outcomes, these…
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Relationship of Study Habits with Mathematics Achievement
Odiri, Onoshakpokaiye E.
2015-01-01
The study examined the relationship of study habits of students and their achievement in mathematics. The method used for the study was correlation design. A sample of 500 students were randomly selected from 25 public secondary schools in Delta Central Senatorial District, Delta State, Nigeria. Questionnaires were drawn to gather data on…
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Examining instruction, achievement, and equity with NAEP mathematics data.
Directory of Open Access Journals (Sweden)
Sarah Theule Lubienski
2006-06-01
Full Text Available The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, White and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were White students. Using hierarchical linear modeling, this study identified several significant positive—and no negative—relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem solving, and teacher knowledge of the NCTM Standards were positive predictors of achievement. An analysis of interaction effects indicated that the relationships between various instructional practices and achievement were roughly similar for White, Black and Hispanic students. The second purpose of this article is to make comparisons with another study that used the same NAEP data, but drew very different conclusions about the potential for particular instructional practices to alleviate inequities. A study published in EPAA by Wenglinsky (2004 concluded that school personnel can eliminate race-related gaps within their schools by changing their instructional practices. Similarities and differences between these two studies are discussed to illuminate how a researcher's framing, methods, and interpretations can heavily influence a study's conclusions. Ultimately, this article argues that the primary conclusion of Wenglinsky's study is unwarranted. Keywords: equity, hierarchical linear modeling; mathematics achievement; mathematics instruction; NAEP.
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What's Past Is Prologue: Relations between Early Mathematics Knowledge and High School Achievement
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.
2014-01-01
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at…
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Early mathematics development and later achievement: Further evidence
Aubrey, Carol; Godfrey, Ray; Dahl, Sarah
2006-05-01
There is a growing international recognition of the importance of the early years of schooling as well as an interest being shown in the relationship of early education to later achievement. This article focuses on a cohort of English pupils who have been tracked through primary school during the first five years of the new National Numeracy Strategy. It reports a limited longitudinal study of young children's early mathematical development, initially within three testing cycles: at the mid-point and towards the end of their reception year (at five years-of-age) and again at the mid-point of Year 1 (at six years-ofage). These cycles were located within the broader context of progress through to the end of Key Stage 1 (at seven years) and Key Stage 2 (at eleven years) on the basis of national standardised assessment tests (SATs). Results showed that children who bring into school early mathematical knowledge do appear to be advantaged in terms of their mathematical progress through primary school. Numerical attainment increases in importance across the primary years and practical problem solving remains an important element of this. This finding is significant given the current emphasis on numerical calculation in the English curriculum. It is concluded that without active intervention, it is likely that children with little mathematical knowledge at the beginning of formal schooling will remain low achievers throughout their primary years and, probably, beyond.
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Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.
2015-01-01
This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…
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The Impact of an Online Tutoring Program on Mathematics Achievement
Clark, Amy K.; Whetstone, Patti
2014-01-01
The authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information…
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The Influence of School Policy and Practice on Mathematics Achievement During Transitional Periods
Directory of Open Access Journals (Sweden)
Janet K. Holt
2004-05-01
Full Text Available In this study, the effects of school policies and practices on math achievement growth, as students transitioned from middle to high school, were examined while controlling for school contextual variables. A pattern of accelerated growth in mathematics achievement from grades 8 to 12 occurred, in which higher achieving students in mathematics at grade eight accelerated more than lower achieving students in mathematics growth during the transition from middle to high school. Controlling for school context, school policy promoting parent involvement and academic counseling had significant positive impacts on the acceleration in growth during this period. The implications of using multilevel growth models to study growth during transition periods are discussed.
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Comparison of Self-Beliefs for Predicting Student Motivation and Achievement
Bong, Mimi; Cho, Catherine; Ahn, Hyun Seon; Kim, Hye Jin
2012-01-01
The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle…
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How do different components of Effortful Control contribute to children's mathematics achievement?
Sánchez-Pérez, Noelia; Fuentes, Luis J; Pina, Violeta; López-López, Jose A; González-Salinas, Carmen
2015-01-01
This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children's mathematics achievement. The sample was composed of 142 children aged 9-12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent's report); math achievement was measured via teacher's report and through the standard Woodcock-Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children's mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children's self-regulation abilities in the context of school.
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Enduring links from childhood mathematics and reading achievement to adult socioeconomic status.
Ritchie, Stuart J; Bates, Timothy C
2013-07-01
Understanding the determinants of socioeconomic status (SES) is an important economic and social goal. Several major influences on SES are known, yet much of the variance in SES remains unexplained. In a large, population-representative sample from the United Kingdom, we tested the effects of mathematics and reading achievement at age 7 on attained SES by age 42. Mathematics and reading ability both had substantial positive associations with adult SES, above and beyond the effects of SES at birth, and with other important factors, such as intelligence. Achievement in mathematics and reading was also significantly associated with intelligence scores, academic motivation, and duration of education. These findings suggest effects of improved early mathematics and reading on SES attainment across the life span.
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Berkley, Darrin K.
2012-01-01
This sequential explanatory mixed-methods study determined whether the game of chess can be used as an educational tool to improve critical thinking skills of developmental mathematics students and improve mathematics achievement for these students. Five research questions were investigated. These questions were as follows: (a) Is there a…
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Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo
2018-01-01
In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…
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Games, Game Flow, and Gender as They Affect Mathematics Achievement of Pupils in Nigeria
Directory of Open Access Journals (Sweden)
A. Aremu
2016-08-01
Full Text Available Game flow experience in the use of games has the potential of determining whether games used for learning would achieve the desired goal of improved achievement. With a subject like Mathematics, it is vital to ensure that if game based strategies are to be used, the games must possess this very important construct. Furthermore, the games must be able to produce the flow experience in both males and females, so that the observed gender gap in the learning of the subject would not be further widened. It is therefore important to investigate the gender differences in a game based learning environment for a subject such as Mathematics. This is the purpose of this research. This research investigated games, game flow, and gender as they affect Mathematics achievement of pupils in Nigeria. Through the use of Achievement of Pupils in Fraction-concepts Test (APFT and Game Flow Questionnaire (GFQ, data were collected. The result was a significant difference in mathematics achievements of pupils exposed to game based strategy and those exposed to modified conventional method of teaching. However, there was no significant difference in game flow experiences, as well as in mathematics achievement of male and female pupils exposed to game based strategy.
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Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda
Kiwanuka, Henry Nsubuga; Van Damme, Jan; Van Den Noortgate, Wim; Anumendem, Dickson Nkafu; Namusisi, Speranza
2015-01-01
This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and ...
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How do different components of Effortful Control contribute to children's mathematics achievement?
Directory of Open Access Journals (Sweden)
Noelia eSánchez-Pérez
2015-09-01
Full Text Available This work sought to investigate the specific contribution of two different components of Effortful Control -attentional focusing and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9 to 12 years old. Effortful Control components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent´s report; math achievement was measured via teacher’s report and through the standard Woodcock-Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only attentional focusing significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’ self-regulation abilities in the context of school.
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Low and High Mathematics Achievement in Japanese, Chinese, and American Elementary-School Children.
Uttal, David H.; And Others
1988-01-01
First and fifth grade students who scored high or low on a mathematics test were tested for intellectual ability and reading achievement. Students and their mothers were interviewed. Results indicated that factors associated with levels of achievement in mathematics operate in a similar fashion across three cultures that differ greatly in their…
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Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.
2016-01-01
This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…
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Areepattamannil, Shaljan; Caleon, Imelda S
2013-01-01
The authors examined the relationships of cognitive (i.e., memorization and elaboration) and metacognitive learning strategies (i.e., control strategies) to mathematics achievement among 15-year-old students in 4 high-performing East Asian education systems: Shanghai-China, Hong Kong-China, Korea, and Singapore. In all 4 East Asian education systems, memorization strategies were negatively associated with mathematics achievement, whereas control strategies were positively associated with mathematics achievement. However, the association between elaboration strategies and mathematics achievement was a mixed bag. In Shanghai-China and Korea, elaboration strategies were not associated with mathematics achievement. In Hong Kong-China and Singapore, on the other hand, elaboration strategies were negatively associated with mathematics achievement. Implications of these findings are briefly discussed.
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Gender Differences and Mathematics Achievement of Rural Senior ...
African Journals Online (AJOL)
To contribute to the realization of the Millennium Development Goal (MDG) by the United Nations on the promotion of gender equity, the researchers sought to empirically verify the existence or otherwise of gender inequality in the mathematics achievement of rural male and female students in Cross River State, Nigeria; ...
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Understanding the Chinese Approach to Creative Teaching in Mathematics Classrooms
Niu, Weihua; Zhou, Zheng; Zhou, Xinlin
2017-01-01
Using Amabile's componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted,…
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Students\\' Academic Achievement in Mathematics as Correlate of ...
African Journals Online (AJOL)
The main purpose of this study was to assess the relationship between students' achievement in mathematics and teacher factors. The study was conducted in the in Lesotho, Southern Africa. Stratified random sampling based on school ownership was used to draw a sample of 40 teachers from the population of Grade 10 ...
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MacDonald, Amy; Carmichael, Colin
2017-11-01
International research suggests that early mathematical competence predicts later mathematical achievement. In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program - Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development.
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The challenge of inadequate achievement in mathematics: Focus on a meta-approach
Directory of Open Access Journals (Sweden)
Kobus Maree
2009-09-01
Full Text Available As is the case elsewhere in the world, all stakeholders in South Africa are deeply concerned about the level and scope of underachievement in mathematics, not only at Grade 12 level, but, indeed, at University, University of Technology and Further Education and Training levels. These concerns assume a deeper dimension in light of the fact that inadequate achievement in mathematics inevitably will have a ripple effect on the academic situation in any country: inadequate achievement in mathematics precludes learners from applying for admission to sought-after fi elds of study, which, in turn, prevents numerous learners from realising their true potential and, eventually, from being happy and successful in careers that they might otherwise have been able to execute successfully. It goes without saying that inadequate achievement in mathematics will impact negatively on the overall economic situation in any country (even more so in a developing country such as South Africa. Truth being, achievement in mathematics amounts to equipping oneself with survival skills. In this article, the spotlight shifts from a narrow and outdated focus on problems that are associated with inadequate achievement in mathematics to possible solutions for this disconcerting situation and the implied challenge it raises. The focus is thus on three levels that collectively underpin and impact on achievement in mathematics, viz. the macro level, the meso level and the micro level. The macro level refers mainly to the input by the national government (and, by default, the National Department of Education. In the fi rst instance, it is the responsibility of the state to provide adequate schooling facilities for all learners, irrespective of where they fi nd themselves. Furthermore, it is the duty of the state to ensure that every learner has access to basic facilities, including food, water, sanitation and housing. The state (via the National Department of Education is also
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Gender Equity in Mathematics Achievement in East African Primary Schools: Context Counts
Tia L. Zuze; Valerie E. Lee
2007-01-01
Although primary school enrollment is gradually on the increase in the developing world, differences in mathematics achievement between girls and boys persist. A complex combination of factors that is related to issues of the home environment, the school context, and national policy influences the performance of female students when compared to their male peers. We focus on three countries in East Africa with a female disadvantage in mathematics achievement and use data from 8,795 primary sch...
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Kontorovich, Igor'
2018-01-01
This article is concerned with cognitive aspects of students' struggles in situations in which familiar concepts are reconsidered in a new mathematical domain. Examples of such cross-curricular concepts are divisibility in the domain of integers and in the domain of polynomials, multiplication in the domain of numbers and in the domain of vectors,…
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Ngware, Moses W.; Ciera, James; Musyoka, Peter K.; Oketch, Moses
2015-01-01
This paper examines the contribution of quality mathematics teaching to student achievement gains. Quality of mathematics teaching is assessed through teacher demonstration of the five strands of mathematical proficiency, the level of cognitive task demands, and teacher mathematical knowledge. Data is based on 1907 grade 6 students who sat for the…
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Demir, Seda; Basol, Gülsah
2014-01-01
The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this…
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House, J Daniel
2005-12-01
A recent study (1) of undergraduate students in a precalculus course indicated that they expressed slightly positive attitudes toward mathematics. It is important, however, to examine relationships between students' initial attitudes and achievement outcomes. The present purpose was to assess the relationship between self-beliefs and mathematics achievement for a large national sample of students from the TIMSS 1999 international sample (eighth graders) from Japan. Several significant relationships between mathematics beliefs and test scores were noted. In addition, the overall multiple regression equation that assessed the joint significance of the complete set of self-belief variables was significant (F7.65 = 159.48, p < .001) and explained 20.6% of the variance in mathematics achievement test scores.
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Ma, Xin; Ma, Lingling
2004-04-01
In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.
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Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin
2014-04-01
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.
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A RESEARCH OF THE EFFECT OF ATTITUDE, ACHIEVEMENT, AND GENDER ON MATHEMATIC EDUCATION
Directory of Open Access Journals (Sweden)
Hasan Arslan
2012-04-01
Full Text Available Recent studies in math education focus on differences between behaviors and performances of male and female students. In this study, achievement and attitudes of middle school students to math were described in terms of gender and grade differences. The aim of this study is to determine whether any differences exist between female and male students’ attitudes and successes of middle school toward mathematics. This research was designed as a descriptive research. Students (6th, 7th, and 8th grades were registered to “Attitude Survey toward Mathematics”. This survey is consisted of two parts. In the first part, there are demographic questions. The second part is 5-Likert type survey which is intended to learn students’ attitudes toward mathematics. Secondly, in order to determine students’ achievements from mathematics, their grades and their state exam results were used. Because of the possibility of differentiation in teachers’ evaluation criteria and their objectivity on students’ successes, both students’ scores from state exam and their course grades were included to the analysis.The findings of this research indicate that attitude of the students toward mathematics and achievement scores in Mathematics have a significant difference in terms of their gender and grade levels. Female students performed more positive attitudes than male students toward Mathematics and female students had higher grades than male students.
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How do different components of Effortful Control contribute to children’s mathematics achievement?
Sánchez-Pérez, Noelia; Fuentes, Luis J.; Pina, Violeta; López-López, Jose A.; González-Salinas, Carmen
2015-01-01
This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9–12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent’s report); math achievement was measured via teacher’s report and through the standard Woodcock–Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’s self-regulation abilities in the context of school. PMID:26441758
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Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation
Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.
2018-01-01
This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics…
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Yu, Rongrong
2015-01-01
The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...
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Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress.
Mok, Magdalena M C; McInerney, Dennis M; Zhu, Jinxin; Or, Anthony
2015-06-01
A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling (HLM), latent growth modelling (LGM), and multidimensional scaling applied to longitudinal profile analysis (LPAMS). This study aimed at modelling the mathematics growth of students over a span of 6 years from Grade 3 to Grade 9. The sample comprised secondary longitudinal data collected in three waves from n = 866 Hong Kong students when they were in Grade 3, Grade 6, and Grade 9. Mathematics achievement was measured thrice on a vertical scale linked with anchor items. Linear and nonlinear latent growth models were used to assess students' growth. Gender differences were also examined. A nonlinear latent growth curve with a decelerated rate had a good fit to the data. Initial achievement and growth rate were negatively correlated. No gender difference was found. Mathematics growth from Grade 6 to Grade 9 was slower than that from Grade 3 to Grade 6. Students with lower initial achievement improved at a faster rate than those who started at a higher level. Gender did not affect growth rate. © 2014 The British Psychological Society.
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Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics
Nasser-Abu Alhija, Fadia; Amasha, Marcel
2012-01-01
This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…
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Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R; Vitaro, Frank; Tremblay, Richard E
2016-01-01
This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
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Sylwia Bedyńska; Izabela Krejtz; Grzegorz Sedek
2018-01-01
Stereotype threat affects performance in many different groups across many different domains. Despite a large body of experimental research on situational stereotype threat, little attention has been paid to the consequences of repeated experience of stereotype threat. Using structural equation modeling on data from a representative sample of girls from secondary schools, the current research examined the relations of chronic stereotype threat with mathematical achievement, and effectiveness ...
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Student Engagement and Classroom Variables in Improving Mathematics Achievement
Park, So-Young
2005-01-01
The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated that student engagement had positive effects on student academic growth per month in math after…
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Awofala, Adeneye O. A.; Fatade, Alfred O.
2015-01-01
Introduction: Investigation into the factor structure of Domains of Creativity Scale has been on for sometimes now. The purpose of this study was to test the validity of the Kaufman Domains of Creativity Scale on Nigerian preservice science, technology, and mathematics teachers. Method: Exploratory and confirmatory factor analyses were performed…
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International note: between-domain relations of Chinese high school students' academic achievements.
Yangyang, Liu
2012-08-01
The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that academic achievement was largely domain-general in nature. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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The Effects of Computer Games on the Achievement of Basic Mathematical Skills
Sayan, Hamiyet
2015-01-01
This study aims to analyze the relationship between playing computer games and learning basic mathematics skills. It shows the role computer games play in the learning and achievement of basic mathematical skills by students. Nowadays it is clear that individuals, especially young persons are very fond of computer and computer games. Since…
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Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course
Directory of Open Access Journals (Sweden)
Jo Boaler
2018-04-01
Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.
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Can Parents Influence Children's Mathematics Achievement and Persistence in STEM Careers?
Ing, Marsha
2014-01-01
This study explores the relationship between parental motivational practices, Children's mathematics achievement trajectories, and persistence in science, technology, engineering, and mathematics (STEM) careers. Nationally representative longitudinal survey data were analyzed using latent growth curve analysis. Findings indicate that…
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Mekarina, M.; Ningsih, Y. P.
2017-09-01
This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.
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Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.
2017-11-01
Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.
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Kesici, Sahin; Erdogan, Ahmet
2010-01-01
The purpose of this study is to clarify whether middle school students' mathematics anxiety differentiates or not, according to their low and high achievement motivation and their level of self-esteem stemming from social comparison. This study also aims to clarify the effects of these two variables on mathematics anxiety. The study groups were…
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House, J Daniel
2009-04-01
Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of (M age = 14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.
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Lowrie, Tom; Jorgensen, Robyn
2018-03-01
Since the early 70s, there has been recognition that there are specific differences in achievement based on variables, such as gender and socio-economic background, in terms of mathematics performance. However, these differences are not unilateral but rather quite specific and relate strongly to spatial reasoning. This early work has paved the way for thinking critically about who achieves in mathematics and why. This project innovatively combines the strengths of the two Chief Investigators—Lowrie's work in spatial reasoning and Jorgensen's work in equity. The assumptions, the approach and theoretical framing used in the study unite quite disparate areas of mathematics education into a cogent research program that seeks to challenge some of the long-held views in the field of mathematics education.
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Smith, James P.; Cage. Bob N.
2000-01-01
Studied the effects of 120 hours of chess instruction on the mathematics achievement of southern, rural, black secondary students. Analysis of covariance results show the treatment group (11 females, 9 males) scored significantly higher than the control group (10 females, 10 males) in mathematics achievement. Discusses results in terms of altering…
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Iglesias-Sarmiento, Valentin; Deano, Manuel
2011-01-01
This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving…
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Educational standardization and gender differences in mathematics achievement: A comparative study.
Ayalon, Hanna; Livneh, Idit
2013-03-01
We argue that between-country variations in the gender gap in mathematics are related to the level of educational system standardization. In countries with standardized educational systems both genders are exposed to similar knowledge and are motivated to invest in studying mathematics, which leads to similar achievements. We hypothesize that national examinations and between-teacher uniformity in covering major mathematics topics are associated with a smaller gender gap in a country. Based on Trends of International Mathematical and Science Study (TIMSS) 2003, we use multilevel regression models to compare the link of these two factors to the gender gap in 32 countries, controlling for various country characteristics. The use of national examinations and less between-teacher instructional variation prove major factors in reducing the advantage of boys over girls in mathematics scores and in the odds of excelling. Factors representing gender stratification, often analyzed in comparative gender-gap research in mathematics, are at most marginal in respect of the gap. Copyright © 2012 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
E. V. Maslennikov
2016-01-01
Full Text Available In article the approach to the decision of a problem of conceptual integration of sociology as the set of theoretical knowledge belonging to type - conceptually difficult - the big theories. Development of theoretical sociology with use of forms of the mathematical theory is considered as a private problem in relation to more general problem of development of theoretical knowledge with use of forms of the mathematical theory. Development the theoretical sociology is offered to carry out with use of forms of the mathematical theory on the basis of properties structural mathematical constructs and with application the mathematical methods developed in a scientific direction “The Conceptual analysis and designing”[40] . In the given direction it is used not only a paradigm of structuralism, but also a principle of an ascention from abstract to concrete in the knowledge, realized in procedure of synthesis of formal theories with use of the device of structural mathematics. The system analysis, the theory of systems and the theory of structures of N. Burbaki concerns to sources of occurrence of a method of the conceptual analysis. The method is intended for the analysis of subject domains of a high level of complexity, realization of conceptual modeling of objects from these subject domains and reception of new knowledge about essence of subject domains and their relations. Conceptual complexity of phenomena is understood as complexity of the structures expressing the relations and interrelations between concepts, describing interesting area from the point of view of solved tasks. For a subject domain conceptual complexity is potentially established by quantity of basic sets on which scales of sets and the steps belonging to them representing definitions of developed theory of a subject domain are constructed. In article is exposed to the analysis role structural mathematical constructs device in expansion integrating tool conceptualization
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Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School
Popa, Nicoleta Laura; Pauc, Ramona Loredana
2015-01-01
Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…
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House, J Daniel
2007-04-01
Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.
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Contributions of executive function and spatial skills to preschool mathematics achievement.
Verdine, Brian N; Irwin, Casey M; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathryn
2014-10-01
Early mathematics achievement is highly predictive of later mathematics performance. Here we investigated the influence of executive function (EF) and spatial skills, two generalizable skills often overlooked in mathematics curricula, on mathematics performance in preschoolers. Children (N=44) of varying socioeconomic status (SES) levels were assessed at 3 years of age on a new assessment of spatial skill (Test of Spatial Assembly, TOSA) and a vocabulary measure (Peabody Picture Vocabulary Test, PPVT). The same children were tested at 4 years of age on the Beery Test of Visual-Motor Integration (VMI) as well as on measures of EF and mathematics. The TOSA was created specifically as an assessment for 3-year-olds, allowing the investigation of links among spatial, EF, and mathematical skills earlier than previously possible. Results of a hierarchical regression indicate that EF and spatial skills predict 70% of the variance in mathematics performance without an explicit math test, EF is an important predictor of math performance as prior research suggested, and spatial skills uniquely predict 27% of the variance in mathematics skills. Additional research is needed to understand whether EF is truly malleable and whether EF and spatial skills may be leveraged to support early mathematics skills, especially for lower SES children who are already falling behind in these skill areas by 3 and 4 years of age. These findings indicate that both skills are part of an important foundation for mathematics performance and may represent pathways for improving school readiness for mathematics. Copyright © 2014 Elsevier Inc. All rights reserved.
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Hamid, Malai Hayati Sheikh; Shahrill, Masitah; Matzin, Rohani; Mahalle, Salwa; Mundia, Lawrence
2013-01-01
The cross-sectional field survey examined the roles of mathematics anxiety, self-esteem, proactive coping, and test stress in mathematics achievement among 204 (151 females) randomly selected Year 8-10 Brunei secondary school students. The negative dimensions of mathematics anxiety, self-esteem, and proactive coping correlated negatively with…
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House, J. Daniel; Telese, James A.
2014-01-01
There is continuing interest in the identification of student and instructional factors associated with the mathematics achievement of students in Japan. The Trends in International Mathematics and Science Study (TIMSS) assessments have provided opportunities to examine factors associated with mathematics achievement. The purpose of this study was…
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The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students
Kontas, Hakki
2016-01-01
The purpose of this study is to investigate the effect of manipulatives (concrete learning materials) both on the academic achievement of secondary school students in mathematics and on their attitudes towards mathematics. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the…
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Mourning, Erica
2014-01-01
Economically disadvantaged students are being outperformed by their non-disadvantaged peers in middle school mathematics. This problem is evidenced by 2013 data from a national middle school mathematics assessment which revealed an achievement gap of 27 scale score points. Closing this gap is important to schools with high populations of…
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THE EFFECT OF SELF-CONCEPT ON THE MATHEMATICS LEARNING ACHIEVEMENT
Directory of Open Access Journals (Sweden)
Rosliana Siregar
2018-05-01
Full Text Available Abstract. This study aims to determine the effect of self-concepts on mathematics learning achievement of students of class X at State Senior High School 14 Medan. The population in this study is all students of class X State Senior High School 14 Medan which amounted to 304 students. Technique of sampling using technique of Proportionate Stratified Random Sampling counted 40 student for research sample. Data collection using questionnaire method and documentation method. Data analysis technique used is regression analysis, correlation analysis and t test with significance level of 5%. Testing data in this study using the help of SPSS 15 for Windows program for each test result. The results showed that there is a significant influence between self-concept and mathematics learning achievement obtained from the t count (3,572> t table (1.68, with a probability significance of 0.01 <0.05. The magnitude of the determination coefficient of 25.1%
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Chappell, Shanan; Arnold, Pamela; Nunnery, John; Grant, Melva
2015-01-01
The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics…
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Acar Güvendir, Meltem
2016-01-01
This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…
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Wong, Terry Tin-Yau
2017-12-01
The current study examined the unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement. A sample of 124 fourth graders was tested on their arithmetic operation understanding (as reflected by their understanding of arithmetic principles and the knowledge about the application of arithmetic operations) and their precision of rational number magnitude representation. They were also tested on their mathematics achievement and arithmetic computation performance as well as the potential confounding factors. The findings suggested that both arithmetic operation understanding and numerical magnitude representation uniquely predicted children's mathematics achievement. The findings highlight the significance of arithmetic operation understanding in mathematics learning. Copyright © 2017 Elsevier Inc. All rights reserved.
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Nash, Jr, John Forbes
2016-01-01
The goal in putting together this unique compilation was to present the current status of the solutions to some of the most essential open problems in pure and applied mathematics. Emphasis is also given to problems in interdisciplinary research for which mathematics plays a key role. This volume comprises highly selected contributions by some of the most eminent mathematicians in the international mathematical community on longstanding problems in very active domains of mathematical research. A joint preface by the two volume editors is followed by a personal farewell to John F. Nash, Jr. written by Michael Th. Rassias. An introduction by Mikhail Gromov highlights some of Nash’s legendary mathematical achievements. The treatment in this book includes open problems in the following fields: algebraic geometry, number theory, analysis, discrete mathematics, PDEs, differential geometry, topology, K-theory, game theory, fluid mechanics, dynamical systems and ergodic theory, cryptography, theoretical computer sc...
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Directory of Open Access Journals (Sweden)
Jessica Hunt
2017-03-01
Full Text Available For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the question of why research locates the problem within these children. In this paper, we challenge a longstanding assumption about the type of mathematics children with low achievement in mathematics “need” along with how these children are positioned in terms of mathematical thinking and reasoning. Our aim in this work is to identify ways of reasoning evident in the partitioning activity of 43 fifth-grade children as they solved equal sharing situations independent of instruction over ten sessions. Results reveal three themes of reasoning that show a resemblance between these children’s reasoning and existing frameworks of reasoning in equal sharing problems found in prior research among children who did not show low achievement in mathematics. We discuss the results in terms of the problem of a continued conceptualization of low achieving students’ need for specific kinds of teaching and learning experiences and/or detached instructional experiences in school. We advocate for an increase in research that examines how teachers can support participation of these children in mathematics classrooms such that children might develop powerful mathematics conceptions.
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Bedyńska, Sylwia; Krejtz, Izabela; Sedek, Grzegorz
2018-01-01
Stereotype threat affects performance in many different groups across many different domains. Despite a large body of experimental research on situational stereotype threat, little attention has been paid to the consequences of repeated experience of stereotype threat. Using structural equation modeling on data from a representative sample of girls from secondary schools, the current research examined the relations of chronic stereotype threat with mathematical achievement, and effectiveness of working memory functions. Moving beyond past theory, this study examined a new mechanism by which chronic stereotype threat decreases school achievement - namely intellectual helplessness. We assumed that repeated experience of stereotype threat works as intellectual helplessness training. After the phase of cognitive mobilization, cognitive exhaustion appears, because the individual has no gain from intense cognitive effort. Corroborating previous research on acute stereotype threat, we demonstrated that chronic stereotype threat is negatively associated with mathematical achievement. Additionally, it was also associated with lower effectiveness of working memory functions, which seems to show depletion of working memory as an effect of chronic stereotype threat. The results also demonstrated that both mediational paths from chronic stereotype threat to mathematical achievement: through working memory depletion and through intellectual helplessness were significant but only for girls that were highly identified with their gender group. In sum, we extended a well-established model of acute stereotype threat to its chronic version and suggested a new mechanism of chronic stereotype threat, which involves intellectual helplessness. Implications for stereotype threat theory and educational practice are discussed.
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Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung
2014-01-01
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…
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Lazarides, Rebecca; Rubach, Charlott
2017-02-01
This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.
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Directory of Open Access Journals (Sweden)
Maher Abu-Hilal
2012-11-01
Full Text Available This study examined the structural relationships among cognitive constructs (intelligence and achievement and affective constructs (perceived parental help, effort and self-concept. It was proposed that the relationships are not invariant across gender. The sample consisted of 219 boys and 133 girls from elementary and preparatory public schools in Al Ain in the United Arab Emirates. Intelligence (IQ was measured by the Test of Non-verbal Intelligence (TONI and parental help was measured by 4-Likert-type items. Effort was measured by 4-Likert-type items. Self-concept (SC was measured by 8-Likert-type items taken from the SDQ I (Abu-Hilal, 2000. Mathematic Achievement was the scores of students in mathematics from school records. The structural model assumed that IQ would have an effect on parental help, effort, SC and achievement. Parental help would have an effect on effort, SC and achievement. Also, effort would have an effect on SC and achievement. Finally, SC would have an effect on achievement. The structural model was tested for invariance across gender. The measurement model proved to be invariant across gender and so was the structural model. The non-constrained model indicated that the structural relationships among the variables do vary according to gender. For example, boys benefited from parental help by exerting more effort while girls did not. Boys with high IQ exerted more effort than boys with low IQ; but girls with high IQ exerted the same amount of effort as girls with low IQ. The model explained 45% and 39% of the variance in math scores for boys and girls, respectively.
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Directory of Open Access Journals (Sweden)
Samuel Adejare Awolola
2011-06-01
Full Text Available One dominant factor on how well students learn mathematics is the quality of teaching. Studies have shown that typical mathematics classroom is frosted with teaching technique that centered on explain – practice – memorize. There is a paucity particularly in Nigeria. This study therefore, investigated the effect of brain-based learning strategy on the achievement regarding the learning of Mathematics of 522 Senior Secondary School Students in Oyo State, Nigeria. The moderator effect of cognitive style was also examined on independent variable (instructional strategy and dependent variable (mathematics achievement. The study adopted a pretest-posttest non-equivalent control group design in a quasi – experimental setting. The ANCOVA statistic was used to analyzed the data collected fro the study. The result revealed significant main effect of treatment, (F(1,510 = 75.0; P < 0.05, cognitive style (F(1,510 = 23.78; P < 0.05 and significant interaction effect of treatment and cognitive style (F(1,510 = 5.027; P < 0.05 on achievement in mathematics. The result showed that brain-based instructional strategy enhanced students’ achievement in mathematics more than the conventional lecture method. It is therefore recommended that Teachers of mathematics should adopt the strategy in teaching mathematics in senior secondary school.
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Abdelkarim, Ra'ed; Abuiyada, Reem
2016-01-01
This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…
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Information Technology, Mathematics Achievement and Educational Equity in Developed Economies
Tan, Cheng Yong; Hew, Khe Foon
2017-01-01
The present study examined how access to home and school IT resources impacted student mathematics achievement. Data comprised 144,395 secondary school students from 7,308 schools in 22 developed economies who participated in the Programme for International Student Assessment (PISA) 2012. Results of hierarchical linear modelling showed that after…
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Directory of Open Access Journals (Sweden)
Simon E. Akpo
2013-12-01
Full Text Available This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.
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Effect of streaming by gender on student achievement in mathematics in secondary schools in Kenya
Directory of Open Access Journals (Sweden)
Joseph Bosire
2008-11-01
Full Text Available We present findings of a study carried out to determine the effect of streaming by gender on secondary school students' achievement in mathematics. In the study we analysed achievement scores on national examinations results for the years 1999 to 2001 of a sample of 1 489 candidates in four secondary schools in Nakuru District, Kenya. Raw data were analysed statistically and the hypotheses tested. Generally, the results indicated that streaming based on gender improved overall student achievement in mathematics and especially that of girls. Although further studies are needed to incorporate this result into official policy, there are strong indications that streaming by gender may be a useful class environment as an intervention towards improving the performance of girls in mathematics in co-educational schools.
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De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquière, Pol
2009-01-01
This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of first grade) and 1 year later (at the start of second grade). Working memory was significantly related to mathematics achievement in both grades, show...
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Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan
2018-01-01
Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at
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Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan
2016-01-01
Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at
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Mathematics achievement of Chinese, Japanese, and American children
International Nuclear Information System (INIS)
Stevenson, H.W.; Lee, S.Y.; Stigler, J.W.
1986-01-01
American kindergarten children lag behind Japanese children in their understanding of mathematics; by fifth grade they are surpassed by both Japanese and Chinese children. Efforts to isolate bases for these differences involved testing children on other achievement and cognitive tasks, interviewing mothers and teachers, and observing children in their classrooms. Cognitive abilities of children in the three countries are similar, but large differences exist in the children's life in school, the attitudes and beliefs of their mothers, and the involvement of both parents and children in schoolwork
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Exploring the relations among physical fitness, executive functioning, and low academic achievement.
de Bruijn, A G M; Hartman, E; Kostons, D; Visscher, C; Bosker, R J
2018-03-01
Physical fitness seems to be related to academic performance, at least when taking the role of executive functioning into account. This assumption is highly relevant for the vulnerable population of low academic achievers because their academic performance might benefit from enhanced physical fitness. The current study examined whether physical fitness and executive functioning are independent predictors of low mathematics and spelling achievement or whether the relation between physical fitness and low achievement is mediated by specific executive functions. In total, 477 students from second- and third-grade classes of 12 primary schools were classified as either low or average-to-high achievers in mathematics and spelling based on their scores on standardized achievement tests. Multilevel structural equation models were built with direct paths between physical fitness and academic achievement and added indirect paths via components of executive functioning: inhibition, verbal working memory, visuospatial working memory, and shifting. Physical fitness was only indirectly related to low achievement via specific executive functions, depending on the academic domain involved. Verbal working memory was a mediator between physical fitness and low achievement in both domains, whereas visuospatial working memory had a mediating role only in mathematics. Physical fitness interventions aiming to improve low academic achievement, thus, could potentially be successful. The mediating effect of executive functioning suggests that these improvements in academic achievement will be preceded by enhanced executive functions, either verbal working memory (in spelling) or both verbal and visuospatial working memory (in mathematics). Copyright © 2017 Elsevier Inc. All rights reserved.
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Kamoru, Usman; Ramon, Olosunde Gbolagade
2017-01-01
This study examined the relationship between self-concept, attitude of the students towards mathematics, and math achievement. Also, this study investigated the influence of study habits on achievement; study habits on attitude of students to mathematics. The influence of gender and self-concept and study habit group on achievement and attitude…
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Using PISA 2003, Examining the Factors Affecting Students' Mathematics Achievement
Demir, Ibrahim; Kilic, Serpil
2010-01-01
The purpose of this study is to examine the effects of learning strategies on mathematics achievement. The sample was compiled from students who participated in Programme for International Student Assessment (PISA) in Turkey. The data consisted of 4493 15 years old Turkish students in 158 schools, and analyzed by two levels Bernoulli model as a…
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Maqsud, Muhammad; Khalique, Chaudhry M.
1991-01-01
Two separate studies examined sex differences in high school and university students in Bophuthatswana on socio-personal variables. Study 1 (n=109) involving socioeconomic status, school alienation, sex, self-concept, mathematics attitude, and mathematics achievement indicated boys scored significantly higher on attitude and achievement. Study 2…
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Gafoor, Kunnathodi Abdul; Sarabi, M. K.
2016-01-01
This study probes students' beliefs about nature of mathematics, difficulty in learning mathematics sourcing from these and their influence on achievement in mathematics. Questionnaire survey on 458, 9th standard students randomly selected from schools of Malappuram district elicited data on nature of school mathematics and difficulty arising out…
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Martins, Lurdes; Veiga, Paula
2010-01-01
This paper measures and decomposes socioeconomic-related inequality in mathematics achievement in 15 European Union member states. Data is taken from the 2003 wave of the OECD Programme for International Student Assessment (PISA). There is socioeconomic-related inequality in mathematics achievement, favoring the higher socioeconomic groups in each…
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The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles
Kablan, Zeynel
2016-01-01
The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…
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Marks, Gary N.
2016-01-01
Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of…
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Bedyńska, Sylwia; Krejtz, Izabela; Sedek, Grzegorz
2018-01-01
Stereotype threat affects performance in many different groups across many different domains. Despite a large body of experimental research on situational stereotype threat, little attention has been paid to the consequences of repeated experience of stereotype threat. Using structural equation modeling on data from a representative sample of girls from secondary schools, the current research examined the relations of chronic stereotype threat with mathematical achievement, and effectiveness of working memory functions. Moving beyond past theory, this study examined a new mechanism by which chronic stereotype threat decreases school achievement – namely intellectual helplessness. We assumed that repeated experience of stereotype threat works as intellectual helplessness training. After the phase of cognitive mobilization, cognitive exhaustion appears, because the individual has no gain from intense cognitive effort. Corroborating previous research on acute stereotype threat, we demonstrated that chronic stereotype threat is negatively associated with mathematical achievement. Additionally, it was also associated with lower effectiveness of working memory functions, which seems to show depletion of working memory as an effect of chronic stereotype threat. The results also demonstrated that both mediational paths from chronic stereotype threat to mathematical achievement: through working memory depletion and through intellectual helplessness were significant but only for girls that were highly identified with their gender group. In sum, we extended a well-established model of acute stereotype threat to its chronic version and suggested a new mechanism of chronic stereotype threat, which involves intellectual helplessness. Implications for stereotype threat theory and educational practice are discussed. PMID:29666599
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Directory of Open Access Journals (Sweden)
Sylwia Bedyńska
2018-04-01
Full Text Available Stereotype threat affects performance in many different groups across many different domains. Despite a large body of experimental research on situational stereotype threat, little attention has been paid to the consequences of repeated experience of stereotype threat. Using structural equation modeling on data from a representative sample of girls from secondary schools, the current research examined the relations of chronic stereotype threat with mathematical achievement, and effectiveness of working memory functions. Moving beyond past theory, this study examined a new mechanism by which chronic stereotype threat decreases school achievement – namely intellectual helplessness. We assumed that repeated experience of stereotype threat works as intellectual helplessness training. After the phase of cognitive mobilization, cognitive exhaustion appears, because the individual has no gain from intense cognitive effort. Corroborating previous research on acute stereotype threat, we demonstrated that chronic stereotype threat is negatively associated with mathematical achievement. Additionally, it was also associated with lower effectiveness of working memory functions, which seems to show depletion of working memory as an effect of chronic stereotype threat. The results also demonstrated that both mediational paths from chronic stereotype threat to mathematical achievement: through working memory depletion and through intellectual helplessness were significant but only for girls that were highly identified with their gender group. In sum, we extended a well-established model of acute stereotype threat to its chronic version and suggested a new mechanism of chronic stereotype threat, which involves intellectual helplessness. Implications for stereotype threat theory and educational practice are discussed.
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Mahon, Lee
1997-01-01
The purpose of this proposal was to field test and evaluate a Teacher Training program that would prepare teachers to increase the motivation and achievement of culturally diverse students in the areas of science and mathematics. Designed as a three year program, this report covers the first two years of the training program at the Ronald McNair School in the Ravenswood School district, using the resources of the NASA Ames Research Center and the California Framework for Mathematics and Science.
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Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses
Celik, Mehmet; Shaqlaih, Ali
2017-01-01
This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…
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The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation
Estapa, Anne; Nadolny, Larysa
2015-01-01
The purpose of the study was to assess student achievement and motivation during a high school augmented reality mathematics activity focused on dimensional analysis. Included in this article is a review of the literature on the use of augmented reality in mathematics and the combination of print with augmented reality, also known as interactive…
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Level of Students' Achievement in Mathematics at the End of Elementary Education in Yemen
Khair, Tarig Mohamed Ali Mohamed; Khairani, Ahmad Zamri; Elrofai, Tahra Aisa
2012-01-01
The main purpose of this study was to investigate the level of student's achievement in mathematics in Yemen. This study use a sample of 200 male students and 200 female students, chosen from eight government schools on the basis of diversified sampling techniques. A mathematics test which composed of seventy five items that covered geometrical…
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Nonlinear Gompertz Curve Models of Achievement Gaps in Mathematics and Reading
Cameron, Claire E.; Grimm, Kevin J.; Steele, Joel S.; Castro-Schilo, Laura; Grissmer, David W.
2015-01-01
This study examined achievement trajectories in mathematics and reading from school entry through the end of middle school with linear and nonlinear growth curves in 2 large longitudinal data sets (National Longitudinal Study of Youth--Children and Young Adults and Early Childhood Longitudinal Study--Kindergarten Cohort [ECLS-K]). The S-shaped…
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Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard; Pugalee, David; Middleton, Catherina
2018-01-01
This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…
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Pennington, Charlotte R.; Heim, Derek
2016-01-01
Background: Women in mathematical domains may become attuned to situational cues that signal a discredited social identity, contributing to their lower achievement and underrepresentation. Aim: This study examined whether heightened in-group representation alleviates the effects of stereotype threat on women's mathematical performance. It further…
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McGee, Ebony O.
2015-01-01
I introduce the construct of fragile and robust identities for the purpose of exploring the experiences that influenced the mathematical and racial identities of high-achieving Black college students in mathematics and engineering. These students maintained high levels of academic achievement in these fields while enduring marginalization,…
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Directory of Open Access Journals (Sweden)
Jin Eun Yoo
2018-03-01
Full Text Available A substantial body of research has been conducted on variables relating to students' mathematics achievement with TIMSS. However, most studies have employed conventional statistical methods, and have focused on selected few indicators instead of utilizing hundreds of variables TIMSS provides. This study aimed to find a prediction model for students' mathematics achievement using as many TIMSS student and teacher variables as possible. Elastic net, the selected machine learning technique in this study, takes advantage of both LASSO and ridge in terms of variable selection and multicollinearity, respectively. A logistic regression model was also employed to predict TIMSS 2011 Korean 4th graders' mathematics achievement. Ten-fold cross-validation with mean squared error was employed to determine the elastic net regularization parameter. Among 162 TIMSS variables explored, 12 student and 5 teacher variables were selected in the elastic net model, and the prediction accuracy, sensitivity, and specificity were 76.06, 70.23, and 80.34%, respectively. This study showed that the elastic net method can be successfully applied to educational large-scale data by selecting a subset of variables with reasonable prediction accuracy and finding new variables to predict students' mathematics achievement. Newly found variables via machine learning can shed light on the existing theories from a totally different perspective, which in turn propagates creation of a new theory or complement of existing ones. This study also examined the current scale development convention from a machine learning perspective.
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Yoo, Jin Eun
2018-01-01
A substantial body of research has been conducted on variables relating to students' mathematics achievement with TIMSS. However, most studies have employed conventional statistical methods, and have focused on selected few indicators instead of utilizing hundreds of variables TIMSS provides. This study aimed to find a prediction model for students' mathematics achievement using as many TIMSS student and teacher variables as possible. Elastic net, the selected machine learning technique in this study, takes advantage of both LASSO and ridge in terms of variable selection and multicollinearity, respectively. A logistic regression model was also employed to predict TIMSS 2011 Korean 4th graders' mathematics achievement. Ten-fold cross-validation with mean squared error was employed to determine the elastic net regularization parameter. Among 162 TIMSS variables explored, 12 student and 5 teacher variables were selected in the elastic net model, and the prediction accuracy, sensitivity, and specificity were 76.06, 70.23, and 80.34%, respectively. This study showed that the elastic net method can be successfully applied to educational large-scale data by selecting a subset of variables with reasonable prediction accuracy and finding new variables to predict students' mathematics achievement. Newly found variables via machine learning can shed light on the existing theories from a totally different perspective, which in turn propagates creation of a new theory or complement of existing ones. This study also examined the current scale development convention from a machine learning perspective.
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Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully
2018-01-01
This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.
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Lim, Siew Yee; Chapman, Elaine
2015-01-01
Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external…
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Capar, Gulfer; Tarim, Kamuran
2015-01-01
This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve isbirlikli ögrenme,…
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MULTILOOP PI CONTROLLER FOR ACHIEVING SIMULTANEOUS TIME AND FREQUENCY DOMAIN SPECIFICATIONS
Directory of Open Access Journals (Sweden)
M. SENTHILKUMAR
2015-08-01
Full Text Available Most of the controllers in control system are designed to satisfy either time domain or frequency domain specifications. This work presents the computation of a multiloop PI controller for achieving time and frequency domain specifications simultaneously. The desired time and frequency domain measures are to be specified initially to the design. To obtain the desired value of the performance measures the graphical relationship between the PI controller and the performance criteria is given. Thus by using graphical method a set of PI controller parameters to meet the desired performance measures are obtained in an effective and simpler way. The coupled tank has become a classic design of control engineering for multivariable process. The proposed control strategy has been implemented in the same coupled tank process and validated through simulation studies.
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Matematika u vojnotehničkim dostignućima / Mathematics in military-technical achievements
Directory of Open Access Journals (Sweden)
Natalija B. Jelenković
2010-10-01
Full Text Available Matematika se definiše kao vrsta filozofije ili pogleda na svet, sredstvo za razvijanje apstraktnog mišljenja, a služi i za pojednostavljenje prirodnih nauka. Prilično je specijalna - izučava količinu i poredak; uopšteno, to je nauka o formalnim strukturama. Ona je i kombinacija slobode kreativne misli i strogih logičkih pravila, ali i deduktivna nauka koja daje pravila i zakone pomoću kojih baratamo brojevima i prostorom. Kao takva, matematika je i savremeni alat za vojnotehnička dostignuća modernog doba, kao što su: sve vrste radio i radio-relejnih veza, radarska sredstva, sredstva za upravljanje, navigaciju, televizijska, optoelektronska, hidro- akustična sredstva, sredstva za protivelektronsku borbu, kao i mnoga elektronska tehnička sredstava, naoružanje i vojna oprema Kopnene vojske, Vazduhoplovstva i protiv-vazduhoplovne odbrane, Ratne mornarice. Prethodno istaknute definicije matematike su korišćene kao osnova za uopšteno sistematizovano izlaganje metodom uporednog opisivanja, nabrajanjem činjenica, definisanjem pojmova. Cilj članka je da se na osnovu nabrojanja postojećih primena matematike i proširivanjem znanja može dalje napredovati u istraživanju mnogih vojnih oblasti. Pored toga, članak ima i pedagoški cilj, a to je da kroz opise i karakteristike sredstava ratne tehnike zainteresuje i afirmiše značaj i lepotu vojnog poziva. Rezultati razvoja informacionih tehnologija su, pored ostalog, i savršenija vojnotehnička dostignuća, a predstavljaju i inspiraciju za mnoge inovacije i uspehe. / In this article, mathematics is dealt with as a science necessary for the design, development and implementation of certain military-technical achievements such as many electronic devices, smart missiles, miniature antennas, camouflage military clothing and other military equipment. Some areas of applied, discrete and continuous mathematics are underlined in particular. Application of mathematics The importance of
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Shafiq, M. Najeeb
2013-01-01
Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…
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Bishop, Amy Renee
2010-01-01
The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…
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Math anxiety in second and third graders and its relation to mathematics achievement.
Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod
2012-01-01
Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement
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Students' Mathematics Word Problem-Solving Achievement in a Computer-Based Story
Gunbas, N.
2015-01-01
The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story…
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Barnard-Brak, Lucy; Wei, Tianlan; Schmidt, Marcelo; Sheffield, Rebecca
2014-01-01
Purpose: Few studies have examined the role of inclusivity in international assessments of student achievement, such as the TIMSS (Trends in International Mathematics and Science Study). The current study examined how the inclusivity of students with disabilities at the classroom level across countries may be associated with achievement scores,…
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Gullick, Margaret M.; Sprute, Lisa A.; Temple, Elise
2011-01-01
Individual differences in mathematics performance may stem from domain-general factors like working memory and intelligence. Parietal and frontal brain areas have been implicated in number processing, but the influence of such cognitive factors on brain activity during mathematics processing is not known. The relationship between brain mechanisms…
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Comparison of Learning Strategies for Mathematics Achievement in Turkey with Eight Countries
Kilic, Serpil; Cene, Erhan; Demir, Ibrahim
2012-01-01
The purpose of this study was to examine learning strategies accounted for mathematics achievement across Turkey and neighboring countries. Turkey, Bulgaria, Greece, Azerbaijan, Russian Federation, Israel, Serbia, Romania and Jordan were involved in Programme for International Student Assessment (PISA 2009) study. Since other neighbors of Turkey…
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Gender Gap Linked to Differential Socialization for High-Achieving Senior Mathematics Students.
Campbell, James R.; Beaudry, Jeffrey S.
1998-01-01
Examined whether 11th-grade girls and boys enrolled in advanced mathematics courses nationwide were socialized in similar ways, using Campbell's differential socialization paradigm. Results uncovered a gender gap favoring boys. Self-imposed pressure and persistence had important direct effects on achievement. Self-concept had important direct…
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Shoraka, Mohammad; Arnold, Robert; Kim, Eun Sook; Salinitri, Geri; Kromrey, Jeffrey
2015-01-01
One of the most salient problems in education is the achievement gap. The researchers investigated the effects of parental education and parental occupations in science, technology, engineering, mathematics, or medical professions (STEMM) on the achievement gap in mathematics. Because students were nested within schools, two-level Hierarchical…
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Center for Research and Reform in Education, 2012
2012-01-01
This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…
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Directory of Open Access Journals (Sweden)
Janet Taylor
2011-04-01
Full Text Available Today, commencing university students come from a diversity of backgrounds and have a broad range of abilities and attitudes. It is well known that attitudes towards mathematics, especially mathematics anxiety, can affect students’ performance to the extent that mathematics is often seen as a barrier to success by many. This paper reports on the design, development and evaluation of an interactive multimedia resource designed to explicitly address students’ beliefs and attitudes towards mathematics by following five characters as they progress through the highs and low of studying a preparatory mathematics course. The resource was built within two theoretical frameworks, one related to effective numeracy teaching (Marr and Helme 1991 and the other related to effective educational technology development (Laurillard 2002. Further, it uses a number of multimedia alternatives (video, audio, animations, diarying, interactive examples and self assessment to encourage students to feel part of a group, to reflect on their feelings and beliefs about mathematics, to expose students to authentic problem solving and generally build confidence through practice and self-assessment. Evaluation of the resource indicated that it encouraged students to value their own mathematical ability and helped to build confidence, while developing mathematical problem solving skills. The evaluation clearly demonstrated that it is possible to address the affective domain through multimedia initiatives and that this can complement the current focus on computer mediated communication as the primary method of addressing affective goals within the online environment.
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Agvanian, Zara
2013-01-01
This study examined the impact of curricular factors and teaching practices on students' tested achievement in mathematics, explored the best predictors of the tested achievement, and examined differences in the tested achievement among student subgroups. The study utilized qualitative and quantitative methods and triangulated findings from…
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Early Predictors of High School Mathematics Achievement
Siegler, Robert S.; Duncan, Greg J.; Davis-Kean, Pamela E.; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Meichu, Chen
2012-01-01
Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics…
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Primi, Caterina; Donati, Maria Anna; Chiesi, Francesca
2016-01-01
Among the wide range of factors related to the acquisition of statistical knowledge, competence in basic mathematics, including basic probability, has received much attention. In this study, a mediation model was estimated to derive the total, direct, and indirect effects of mathematical competence on statistics achievement taking into account…
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Psychomotor Ability and Short-term Memory, and Reading and Mathematics Achievement in Children.
Murrihy, Cherée; Bailey, Maria; Roodenburg, John
2017-08-01
The aim of our study was to examine whether the findings from previous research, indicating the role of short-term memory as a mediator of the relationship between motor coordination and academic achievement in adolescents, is also evident in a younger child population. The study utilized a quantative cross-sectional design involving 133 children aged 8-12. The McCarron Assessment of Neuromuscular Development (MAND) provided four indicators of psychomotor ability (Finger Nose, Walking, Balancing, and Jumping). The Woodcock-Johnson Cognitive battery and the Automated Working Memory Assessment (AWMA) provided two measures of short-term memory (Numbers Reversed and Digit Recall) and the WJIII Achievement battery provided two measures of reading achievement (Letter-word Identification and Passage Comprehension) and two measures of mathematics achievement (Applied Problems and Calculation). Structural equation modeling was used, controlling for age, processing speed, crystallized, and fluid intelligence where appropriate. The results found support for the hypothesis that short-term memory fully mediates the relationship between psychomotor ability and reading and mathematics achievement. These findings indicate the significant affect of psychomotor ability on learning outcomes and consequently the need to assess these in considering learning difficulties, and as such these findings also advance understanding of developmental neural mechanisms underpinning the relationships. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Comparing Episodes of Mathematics Teaching for Higher Achievers in England and Germany
Kelly, Peter; Kotthoff, Hans-Georg
2016-01-01
To illustrate similarities and differences in lower secondary level mathematics teaching with higher achievers and thereby explore privileging processes, we contrast a teaching episode in Baden-Württemberg, Germany with one in South West England. These have been selected from a larger study as typical within each region for higher achieving…
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The Importance of Additive Reasoning in Children's Mathematical Achievement: A Longitudinal Study
Ching, Boby Ho-Hong; Nunes, Terezinha
2017-01-01
This longitudinal study examines the relative importance of counting ability, additive reasoning, and working memory in children's mathematical achievement (calculation and story problem solving). In Hong Kong, 115 Chinese children aged 6 years old participated in 2 waves of assessments (T1 = first grade and T2 = second grade). Multiple regression…
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Yu, Rongrong; Singh, Kusum
2018-01-01
The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…
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Howie, Sarah J.; Plomp, T.
2001-01-01
South Africa participated in the Third International Mathematics and Science Study (TIMSS)in 1995 and its repeat in 1999. In 1995, none of the data on school or teacher level could be analyzed to provide the context for the students' poor achievements in mathematics and science. With the 1999 data
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The Effect of Cluster-Based Instruction on Mathematic Achievement in Inclusive Schools
Gunarhadi, Sunardi; Anwar, Mohammad; Andayani, Tri Rejeki; Shaari, Abdull Sukor
2016-01-01
The research aimed to investigate the effect of Cluster-Based Instruction (CBI) on the academic achievement of Mathematics in inclusive schools. The sample was 68 students in two intact classes, including those with learning disabilities, selected using a cluster random technique among 17 inclusive schools in the regency of Surakarta. The two…
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Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis
Ahmed, Wondimu; van der Werf, Greetje; Kuyper, Hans; Minnaert, Alexander
2013-01-01
The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 academic emotions (anxiety, boredom, enjoyment, and pride) and (b) to examine whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics. Four hundred…
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The Relation between Parental Involvement and Math Anxiety: Implications for Mathematics Achievement
Roberts, Steven O.; Vukovic, Rose K.
2011-01-01
Previous research served as the platform for this study's research question: Does math anxiety mediate the relation between parental involvement and mathematics achievement? The primary purpose of this study was to examine this mediation model in a sample of at-risk second graders. Due to previous research, the investigators hypothesized that math…
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Ardiç, Mehmet Alper; Isleyen, Tevfik
2017-01-01
The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…
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Identifying the Factors Affecting Science and Mathematics Achievement Using Data Mining Methods
Kiray, S. Ahmet; Gok, Bilge; Bozkir, A. Selman
2015-01-01
The purpose of this article is to identify the order of significance of the variables that affect science and mathematics achievement in middle school students. For this aim, the study deals with the relationship between science and math in terms of different angles using the perspectives of multiple causes-single effect and of multiple…
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Marsh, Herbert W.; Abduljabbar, Adel Salah; Parker, Philip D.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Nagengast, Benjamin; Möller, Jens; Abu-Hilal, Maher M.
2015-01-01
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to…
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Mathematics related anxiety: Mathematics bogeyman or not?
Directory of Open Access Journals (Sweden)
Videnović Marina
2011-01-01
Full Text Available Data of the PISA 2003 survey indicate high levels of mathematics anxiety of students in Serbia. More than half of our students worry whether they will have difficulties in mathematics class or whether they will earn poor marks. Aims of this study therefore are: examining relationship between math anxiety and achievement at mathematics literacy scale; establishing possible predictors of math anxiety and identification of students' groups in relations to their relationship towards mathematics as a subject. Mathematics anxiety is statistically negatively correlated with school achievement and achievement at mathematics literacy scale. Socio-demographic factors, motivational and cognitive aspects related to learning mathematics, perception of school and classroom climate explain 40% variance of mathematics anxiety. Based on students' relationship towards mathematics they cam be divided into three groups; while dimensions that apart them are uninterested-interested in mathematics and presence-absence of anxiety. The group displaying anxiety scores lowest among the three. Applying qualitative analysis students' and teachers' attitudes on specific issues related to teaching and learning mathematics was examined.
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Savelsbergh, E.R.; Prins, G.T.; Rietbergen, C.; Fechner, S.; Vaessen, B.E.; Draijer, J.M.; Bakker, A.
2016-01-01
Many teaching approaches have been tried to improve student attitudes and achievement in science and mathematics education. Achievement effects have been synthesized, but a systematic overview of attitude effects is missing. This study provides a meta analytic review based on 56 publications
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Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; Vom Hofe, Rudolf
2013-01-01
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
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Weed, Keri; Keogh, Deborah; Borkowski, John G.; Whitman, Thomas; Noria, Christine W.
2010-01-01
A person-centered approach was used to explore the mediating role of self-regulation between learner typology at age 8 and academic achievement at age 14while controlling for domain-specific achievement in a longitudinal sample of 113 children born to adolescent mothers. Children were classified into one of 5 learner typologies at age 8based on interactive patterns of intellectual, achievement, and adaptive abilities. Typology classification explained significant variance in both reading and mathematics achievement at age 14. A bootstrapping approach confirmed that self-regulation mediated the relationship between typology and reading and mathematical achievement for children from all typologies except those classified as Cognitively and Adaptively Challenged. Implications of person-centered approaches for understanding processes involved with achievement are discussed. PMID:21278904
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Cobbs, Joyce Bernice
2015-01-01
The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly significant for mathematics education since the courses students pursue during those years affect later access to rigorous mathematics coursework at the high ...
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Directory of Open Access Journals (Sweden)
Chogo C.N.
2017-12-01
Full Text Available Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance students motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach OETLA on Secondary School students mathematics achievement in learning Three Dimensional Geometry 3DG. The study employed Solomon four non-equivalent control group design. The two experimental groups E1amp E2 received OETLA treatment while the control groups C1ampC2 were taught using the conventional teaching and learning methods. Only E1amp C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani Sub County in Kisii County. Purposive sampling was used to obtain the four county mixed-sex secondary schools for the study. A total of 152 students formed the sample size. Students Mathematics Achievement Test SMAT was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbachs Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. The SMAT was administered to two groups as a pretest before the treatment and as a posttest to all the four
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Ker, H. W.
2016-01-01
Reports from the Trends in International Mathematics and Science Study (TIMSS) consistently show that there is a substantial gap in average mathematics achievement between Singapore and the USA. This study conducts an exploratory comparative investigation on the multilevel factors influencing the mathematics achievement of students from these two…
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Effects of Group Size on Students Mathematics Achievement in Small Group Settings
Enu, Justice; Danso, Paul Amoah; Awortwe, Peter K.
2015-01-01
An ideal group size is hard to obtain in small group settings; hence there are groups with more members than others. The purpose of the study was to find out whether group size has any effects on students' mathematics achievement in small group settings. Two third year classes of the 2011/2012 academic year were selected from two schools in the…
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Schumacher, Robin F; Malone, Amelia S
2017-09-01
The goal of the present study was to describe fraction-calculation errors among 4 th -grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole number bias. We extended this focus by comparing low-performing students' errors in two instructional settings that focused on two different types of fraction understandings: core instruction that focused on part-whole understanding vs. small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole number bias on problems with unlike denominators. Students with low or average achievement (who only participated in core instruction) were more likely to operate with whole number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades.
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Factors Predicting Turkish and Korean Students' Science and Mathematics Achievement in TIMSS 2011
Topçu, Mustafa Sami; Erbilgin, Evrim; Arikan, Serkan
2016-01-01
This study makes an important contribution to an expanding body of international comparative studies by exploring factors predicting differences in science and mathematics achievement by students in Turkey and the Republic of Korea on the 2011 TIMSS assessment. While these countries are similar with regards to population size, cultural beliefs…
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Directory of Open Access Journals (Sweden)
Rubén Alberto Cervini Iturre
2003-05-01
Full Text Available This is a study of the relationships between the student-body composition of the school, some characteristics of the scholastic process—culture and school climate—according to learners’ perceptions, and the mathematics achievement of students in the last year of high school in Argentina. The data used came from the 1998 National Census of High School Completion, carried out by the nation’s Ministry of Culture and Education. The file contains data for 135,000 students of 2,708 schools in 25 states. Multilevel linear modeling with three levels (student, school and state was applied. A strong relationship was detected between mathematics achievement and the variables student-body composition and school process. When both variables acted together, the effect of other variables experienced a pronounced descent. Although reduced, the variables of the process influenced the student’s achievement. There was identified for future works a reference model which would evaluate other institutional learning factors.
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THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS
Directory of Open Access Journals (Sweden)
David E. Proudfoot
2016-06-01
Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.
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House, J. Daniel
2006-01-01
An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…
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Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth; Banerjee, Neena; Bottia, Martha Cecilia
2013-01-01
Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term "collective pedagogical teacher culture", highlighting the role of professional communities and teacher collaboration in influencing…
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The Effects of a Mathematics Infusion Curriculum on Middle School Student Mathematics Achievement
Burghardt, M. David; Lauckhardt, James; Kennedy, Maria; Hecht, Deborah; McHugh, Luisa
2015-01-01
Increasing mathematical competencies of American students has been a focus for educators, researchers, and policy makers alike. One purported approach to increase student learning is through connecting mathematics and science curricula. Yet there is a lack of research examining the impact of making these connections. The Mathematics Infusion into…
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Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun
2015-01-01
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806
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Directory of Open Access Journals (Sweden)
Yinghui Lai
Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.
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Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun
2015-01-01
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.
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Pilli, Olga; Aksu, Meral
2013-01-01
The purpose of this study was to examine the effects of the educational software "Frizbi Mathematics 4" on 4th grade student's mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of students from the state primary school in Gazimagusa,…
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Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes
Ferguson, Terri Lynn Kurley
2014-01-01
This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…
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Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu
2017-09-18
This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.
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Yang, Xinrong
2015-01-01
This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…
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Yoo, Yang Seok
2018-01-01
Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model…
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Teacher Evaluations: A Correlation of Observed Teaching Practice and Student Achievement
Wright, Pamela D.
2017-01-01
This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it…
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Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints
Balfanz, Robert; Byrnes, Vaughan
2006-01-01
The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th…
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The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement
Al Mutawah, Masooma Ali
2015-01-01
Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student's achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic…
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Kartikasari, A.; Widjajanti, D. B.
2017-02-01
The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.
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Who’s Afraid of Math? Two Sources of Genetic Variance for Mathematical Anxiety
Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A.; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W.; Lyons, Ian M.; Petrill, Stephen A.
2015-01-01
Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem-solving and achievement. The present study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and non-familial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics, and may extend to other areas of academic achievement. PMID:24611799
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Mudrich, Rachel Marie
2017-01-01
The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…
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Racial Differences in Mathematics Test Scores for Advanced Mathematics Students
Minor, Elizabeth Covay
2016-01-01
Research on achievement gaps has found that achievement gaps are larger for students who take advanced mathematics courses compared to students who do not. Focusing on the advanced mathematics student achievement gap, this study found that African American advanced mathematics students have significantly lower test scores and are less likely to be…
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Cobbs, Joyce Bernice
2014-01-01
The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly…
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Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula
2016-01-01
This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their…
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Kuhn, Jörg-Tobias; Holling, Heinz
2014-01-01
Research on the improvement of elementary school mathematics has shown that computer-based training of number sense (e.g., processing magnitudes or locating numbers on the number line) can lead to substantial achievement gains in arithmetic skills. Recent studies, however, have highlighted that training domain-general cognitive abilities (e.g., working memory [WM]) may also improve mathematical achievement. This study addressed the question of whether a training of domain-specific number sense skills or domain-general WM abilities is more appropriate for improving mathematical abilities in elementary school. Fifty-nine children (M age = 9 years, 32 girls and 27 boys) received either a computer-based, adaptive training of number sense (n = 20), WM skills (n = 19), or served as a control group (n = 20). The training duration was 20 min per day for 15 days. Before and after training, we measured mathematical ability using a curriculum-based math test, as well as spatial WM. For both training groups, we observed substantial increases in the math posttest compared to the control group (d = .54 for number sense skills training, d = .57 for WM training, respectively). Whereas the number sense group showed significant gains in arithmetical skills, the WM training group exhibited marginally significant gains in word problem solving. However, no training group showed significant posttest gains on the spatial WM task. Results indicate that a short training of either domain-specific or domain-general skills may result in reliable short-term training gains in math performance, although no stable training effects were found in the spatial WM task.
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Directory of Open Access Journals (Sweden)
Ai Sadidah
2016-11-01
Full Text Available This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1 define, (2 design, (3 develop, and (4 disseminate. The quality of learning set consisting of the following three criterions: (1 validity, (2 practicality, and (3 effectiveness. The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1 the learning set fulfill the valid criteria base on experts’ appraisal; (2 the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3 the learning set fulfill the effectiveness criterion base on learning interest and achievement.
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Fokkens-Bruinsma, Marjon; Vermue, Carlien Elske; Deinum, Jan Folkert
2018-01-01
Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…
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Stoet, Gijsbert; Geary, David C
2013-01-01
We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations' gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits.
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Delgado Monge, Islande C.; Espinoza González, Johan; Fonseca Castro, Jennifer
2017-01-01
The study tried to determine the relationship between mathematics anxiety and the variables of gender, academic achievement, number of times students have taken the course and type of school in students taking the course MAT-001 General Mathematics of the National University of Costa Rica. To that end, a purposive sample of 472 students of such…
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Fazio, Lisa K.; Bailey, Drew H.; Thompson, Clarissa A.; Siegler, Robert S.
2014-01-01
We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both…
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Muijs, Daniel; Reynolds, David
2003-01-01
In this article, we have studied the effect of student social background, classroom social context, classroom organisation, and teacher behaviours on mathematics achievement and attainment in English and Welsh primary schools. Data were collected over 2 years as part of a programme evaluation, for which we observed 138 teachers and tested and…
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Socioeconomic influence on mathematical achievement
DEFF Research Database (Denmark)
Valero, Paola; Graven, Mellony; Jurdak, Murad
2012-01-01
in their contexts and practices. In this paper we offer a synoptic overview of the main points that the team finds relevant to address concerning what is known and what is neglected in research in this topic. Poverty, early childhood, intersectionality of positionings, statistical reifications, macro......-systemic perspective, history of mathematics education practices....
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Positioning Mathematics Education Researchers to Influence Storylines
Herbel-Eisenmann, Beth; Sinclair, Nathalie; Chval, Kathryn B.; Clements, Douglas H.; Civil, Marta; Pape, Stephen J.; Stephan, Michelle; Wanko, Jeffrey J.; Wilkerson, Trena L.
2016-01-01
The NCTM Research Committee identifies key influences on mathematics education that are largely outside the domain of the academic world in which most mathematics education researchers live. The groups that are identified--including the media, companies and foundations, and other academic domains--affect the public's perception of mathematics and…
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Emotions in the mathematics knowledge’s desertion
Directory of Open Access Journals (Sweden)
Alfonso Jiménez Espinosa,
2010-01-01
Full Text Available The natural wearing out of students has become one of the most worrying problems for universities, but underlies another, dropping out of mathematical knowledge, which is one of the causes of the first. The mathematics learning occurs mainly in class and there is where the concept interstructuring, the network of relationships, emotions, attitudes and beliefs among the known and the new, acquire a meaning and where the student learns. This research investigates the relationship between emotions and mathematics’ learning in students at the Geological Engineering Program of the UPTC. Through the case study and the “Theoretically informed” approach is shown the intricate relationship between emotionality and the construction of mathematical structures. Weconclude that emotions, especially negative ones arise because of the inability to achieve a cognitive balance, leading the student to change his action domain, preventing the construction of mathematical knowledge. It is emphasized that these negative emotions have different origin, especially those generated by beliefs about mathematics and the unfortunate attitude of teachers.
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Who is afraid of math? Two sources of genetic variance for mathematical anxiety.
Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W; Lyons, Ian M; Petrill, Stephen A
2014-09-01
Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement. © 2014 The Authors. Journal of Child Psychology and Psychiatry. © 2014 Association for Child and Adolescent Mental Health.
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Fadlelmula, Fatma Kayan; Cakiroglu, Erdinc; Sungur, Semra
2015-01-01
This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and…
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Lowrie, Tom; Jorgensen, Robyn
2018-01-01
Since the early 70s, there has been recognition that there are specific differences in achievement based on variables, such as gender and socio-economic background, in terms of mathematics performance. However, these differences are not unilateral but rather quite specific and relate strongly to spatial reasoning. This early work has paved the way…
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CSIR Research Space (South Africa)
Vogt, D
2008-06-01
Full Text Available published borehole radar antennas have achieved directivity by post processing data received in the frequency domain, or by constructing an aperture antenna, where borehole dimensions allowed this. In this paper, a time-domain technique is investigated...
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How Does Students’ Sense of Self-Worth Influence Their Goal Orientation in Mathematics Achievement?
Directory of Open Access Journals (Sweden)
Gulseren Sekreter
2017-12-01
Full Text Available In learning mathematics, students are naturally motivated to protect their self-worth by maintaining a belief that they are competent in this area. However, there is an important question which educators have to answer: “Why do students often confuse ability with worth?” The most important reason is that in our society students are widely considered to be worthy according to their ability to achieve in the given tasks in mathematics. Irrespective the contributions of the Multiple Intelligence Theory of intelligence in education, unfortunately mathematics is still regarded as predicting students’ overall ability to learn. Educators should realize that the need in order to protect self-worth arises primarily from fear of failure. Therefore, if this fear of failure is strong, some students will not try and gradually they will produce failure- avoiding strategies to avoid certain tasks in order not to look bad or receive negative assessments from others to protect his/her self-worth. It is important to make sure that the performance goals do not promote failure-avoidance (performance-avoidance-oriented behavior, such as avoiding unfavorable judgments of capabilities and looking incompetent when the student encounters greater challenges. The main purpose of this qualitative study, therefore, is to explore students’ achievement goal motivation, their self-worth and how these motivational factors impact their learning goals in mathematics. This study hypothesizes that self- worth protection in math has also been considered from a performance-avoidance goal viewpoint.This study emphasizes that educators, who consider true self-worth as the student’s inherent value, should avoid comparing their students’ ability, capability relative to others as well as students’ academic performance and outcomes with others in class context.
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The interrelationships of mathematical precursors in kindergarten.
Cirino, Paul T
2011-04-01
This study evaluated the interrelations among cognitive precursors across quantitative, linguistic, and spatial attention domains that have been implicated for math achievement in young children. The dimensionality of the quantity precursors was evaluated in 286 kindergarteners via latent variable techniques, and the contribution of precursors from each domain was established for small sums addition. Results showed a five-factor structure for the quantity precursors, with the major distinction being between nonsymbolic and symbolic tasks. The overall model demonstrated good fit and strong predictive power (R(2)=55%) for addition number combinations. Linguistic and spatial attention domains showed indirect relationships with outcomes, with their effects mediated by symbolic quantity measures. These results have implications for the measurement of mathematical precursors and yield promise for predicting future math performance. Copyright © 2010 Elsevier Inc. All rights reserved.
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Güzeller, Cem Oktay; Eser, Mehmet Taha; Aksu, Gökhan
2016-01-01
This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation…
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Shin, Jongho; Lee, Hyunjoo; Kim, Yongnam
2009-01-01
The purpose of the study was to comparatively investigate student- and school-level factors affecting mathematics achievement of Korean, Japanese and American students. For international comparisons, the PISA 2003 data were analysed by using the Hierarchical Linear Modeling method. The variables of competitive-learning preference, instrumental…
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Ontological Engineering for the Cadastral Domain
DEFF Research Database (Denmark)
Stubkjær, Erik; Stuckenschmidt, Heiner
2000-01-01
conceptualization of the world is that much information remains implicit. Ontologies have set out to overcome the problem of implicit and hidden knowledge by making the conceptualization of a domain (e.g. mathematics) explicit. Ontological engineering is thus an approach to achieve a conceptual rigor...... that characterizes established academic disciplines, like geodesy. Many university courses address more application oriented fields, like cadastral law, and spatial planning, and they may benefit from the ontological engineering approach. The paper provides an introduction to the field of ontological engineering...
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Application and the Identity of Mathematics
DEFF Research Database (Denmark)
Jensen, Kasper Bjering Søby
In the paper a conceptual framework for discussing the identity of mathematics as a school subject is constructed with particular emphasize on application of mathematics. The framework is used to analyze the identity of mathematics, as it appears on two different kinds of domains: the political s...... system and the teachers. At the end it is discussed whether this frameworks gives us new insights into mathematics teaching. It is concluded that the framework can articulates important aspects.......In the paper a conceptual framework for discussing the identity of mathematics as a school subject is constructed with particular emphasize on application of mathematics. The framework is used to analyze the identity of mathematics, as it appears on two different kinds of domains: the political...
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Tsuei, Mengping
2017-01-01
This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…
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Badru, Ademola K.
2016-01-01
The study investigated Problem-based Instructional Strategy and Numerical ability as determinants of Senior Secondary Achievement in Mathematics. This study used 4 x 2 x 2 non-randomised control group Pretest-Posttest Quasi-experimental Factorial design. It consisted of two independent variables (treatment and Numerical ability) and one moderating…
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Young, Jamaal Rashad; Young, Jemimah Lea
2015-01-01
Mathematics anxiety is recognized as a significant performance impediment that affects students across multiple ethnic and economic backgrounds. However, research has yet to fully examine the possible differential effect of mathematics anxiety on underrepresented K-12 students. Specifically, given the long-standing achievement gap between African…
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Montague, Marjorie; van Garderen, Delinda
2003-01-01
This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.
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On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers
Cai, Jinfa; Ding, Meixia
2017-01-01
Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…
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Adam rumbalifar; I. g. n. Agung; Burhanuddin tola.
2018-01-01
This research aims to study the influence of the assessment model and method toward the science learning achievement by controlling the students? previous knowledge of mathematics. This study was conducted at SMP East Seram district with the population of 295 students. This study applied a quasi-experimental method with 2 X 2 factorial design using the ANCOVA model. The findings after controlling the students\\' previous knowledge of mathematics show that the science learning achievement of th...
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Ellison, Glenn; Swanson, Ashley
2012-01-01
This paper explores differences in the frequency with which students from different schools reach high levels of math achievement. Data from the American Mathematics Competitions is used to produce counts of high-scoring students from more than two thousand public, coeducational, non-magnet, non-charter U.S. high schools. High-achieving students…
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Kandeel, Refat A. A.
2016-01-01
The purpose of this study was to determine the multiple intelligences patterns of students at King Saud University and its relationship with academic achievement for the courses of Mathematics. The study sample consisted of 917 students were selected a stratified random manner, the descriptive analysis method and Pearson correlation were used, the…
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Schwery, Denise; Hulac, David; Schweinle, Amy
2016-01-01
This literature review provides school psychologists with an understanding of the important issues related to the gender gap in mathematics achievement. The extant literature suggests that girls tend to receive lower scores than boys on standardized math tests, but in general these differences tend to be small. However, girls have better classroom…
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Roos, A.-L.; Bieg, M.; Goetz, T.; Frenzel, A. C.; Taxer, J.; Zeidner, M.
2015-01-01
This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to…
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Penner, Andrew M
2008-01-01
Genetic and other biological explanations have reemerged in recent scholarship on the underrepresentation of women in mathematics and the sciences. This study engages this debate by using international data-including math achievement scores from the Third International Mathematics and Sciences Study and country-level data from the World Bank, the United Nations, the International Labour Organization, the World Values Survey, and the International Social Survey Programme-to demonstrate the importance of social factors and to estimate an upper bound for the impact of genetic factors. The author argues that international variation provides a valuable opportunity to present simple and powerful arguments for the continued importance of social factors. In addition, where previous research has, by and large, focused on differences in population means, this work examines gender differences throughout the distribution. The article shows that there is considerable variation in gender differences internationally, a finding not easily explained by strictly biological theories. Modeling the cross-national variation in gender differences with country-level predictors reveals that differences among high achievers are related to gender inequality in the labor market and differences in the overall status of men and women.
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Yalcin, Seher; Demirtasli, Rahime Nükhet; Dibek, Munevver Ilgun; Yavuz, Hatice Cigdem
2017-01-01
This study investigated effect of student- and school-level variables on mathematics achievement of fourth- and eighth-grade students using the Trends in International Mathematics and Science Study (TIMSS) 2011 data of Turkey. The common variables addressed in student and school questionnaires were compared. Due to nested structure of the TIMSS…
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The influence of early computer use on educational achievement in mathematics
Directory of Open Access Journals (Sweden)
Andrés Fernández Aráuz
2014-11-01
Full Text Available Does early access to computer use improve student achievement? Empirical evidence from experimental designs shows little or no relationship between the use of ICT and academic performance. Using the data collected in PISA it can be analyzed this association some years after that the student had access to a computer for the first time. Performing an exploratory data analysis of Costa Rican students in PISA 2012 mathematics assessment and by estimating a linear regression model even controlling for factors with high explanatory power on academic performance, it’s shown that age at access to a computer is a determinant of educational performance.
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Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure
Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara
2015-01-01
One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…
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Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; vom Hofe, Rudolf
2013-01-01
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10;…
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Tan, Cheng Yong
2015-01-01
The present study addresses the issue of how different forms of cultural capital may influence children's mathematics achievement in economies with different socioeconomic gradients. Data from 73,178 parent-child dyads from 10 economies with different socioeconomic gradients who participated in the Programme for International Student Assessment…
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Harbour, Kristin E.; Adelson, Jill L.; Pittard, Caroline M.; Karp, Karen S.
2018-01-01
Using restricted-use data from the 2011 National Assessment of Educational Progress mathematics assessment, the current study examined the relationship between the presence of elementary mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. In…
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Musa, Alice K. J.; Dauda, Bala; Umar, Mohammad A.
2016-01-01
The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria. The study specifically sought to determine gender differences in students' academic performances in English Language, Mathematics and overall academic performance as well as…
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Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper
2016-01-01
In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…
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A Comparative Analysis of Numbers and Biology Content Domains between Turkey and the USA
Incikabi, Lutfi; Ozgelen, Sinan; Tjoe, Hartono
2012-01-01
This study aimed to compare Mathematics and Science programs focusing on TIMSS content domains of Numbers and Biology that produced the largest achievement gap among students from Turkey and the USA. Specifically, it utilized the content analysis method within Turkish and New York State (NYS) frameworks. The procedures of study included matching…
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Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement
Wu, Sarah S.; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod
2012-01-01
Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure f...
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Modebelu, M. N.; Ogbonna, C. C.
2014-01-01
This study aimed at determining the effect of reform-based-instructional method learning styles on students' achievement and retention in mathematics. A sample size of 119 students was randomly selected. The quasiexperimental design comprising pre-test, post-test, and randomized control group were employed. The Collin Rose learning styles…
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Takashiro, Naomi
2017-01-01
The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was…
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Mills, Jamie D.; Holloway, Charles E.
2013-01-01
This study investigated the relationship between student achievement in statistics and factors at the student and teacher/classroom levels using the US 8th-grade Data and Chance content domain from the Trends in International Mathematics and Science Study, 2007 (TIMSS, 2007). Using variables that have been linked to mathematics and statistics…
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Brankaer, Carmen; Ghesquière, Pol; De Smedt, Bert
2014-01-01
The ability to map between non-symbolic numerical magnitudes and Arabic numerals has been put forward as a key factor in children’s mathematical development. This mapping ability has been mainly examined indirectly by looking at children’s performance on a symbolic magnitude comparison task. The present study investigated mapping in a more direct way by using a task in which children had to choose which of two choice quantities (Arabic digits or dot arrays) matched the target quantity (dot array or Arabic digit), thereby focusing on small quantities ranging from 1 to 9. We aimed to determine the development of mapping over time and its relation to mathematics achievement. Participants were 36 first graders (M = 6 years 8 months) and 46 third graders (M = 8 years 8 months) who all completed mapping tasks, symbolic and non-symbolic magnitude comparison tasks and standardized timed and untimed tests of mathematics achievement. Findings revealed that children are able to map between non-symbolic and symbolic representations and that this mapping ability develops over time. Moreover, we found that children’s mapping ability is related to timed and untimed measures of mathematics achievement, over and above the variance accounted for by their numerical magnitude comparison skills. PMID:24699664
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Directory of Open Access Journals (Sweden)
Aweke Shishigu
2018-02-01
Full Text Available In the process of reaching a medium income country, science, mathematics and technology have become an emphasis of Ethiopia. But, currently, students' interest to study mathematics and ability in mathematics is declining. This study therefore aimed to investigate the prevalence of mathematics anxiety and its effect on students' current mathematics achievement. Additionally, by grounding on the literature, some strategies supposed to reduce the negative effects of math anxiety were identified for practice. The study was conducted on five randomly selected public secondary schools of East Shoa Zone in Oromia region. Math anxiety was measured using a validated instrument called Math Anxiety Rating Scale (MARS, whereas students' current mathematics achievement was measured using achievement test. Structural model was developed to examine causal relationship of the variables treated in the study. The finding revealed that there was a significant negative relationship between mathematics anxiety and achievement. There was also a statistically significant gender difference in mathematics anxiety and current math achievement, with effect size small and typical respectively. Based on the findings of the study, imperative implication for practice and future research were made.
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Incompleteness in the finite domain
Czech Academy of Sciences Publication Activity Database
Pudlák, Pavel
2017-01-01
Roč. 23, č. 4 (2017), s. 405-441 ISSN 1079-8986 EU Projects: European Commission(XE) 339691 - FEALORA Institutional support: RVO:67985840 Keywords : finite domain Subject RIV: BA - General Mathematics OBOR OECD: Pure mathematics Impact factor: 0.742, year: 2016 https://www.cambridge.org/core/journals/bulletin-of-symbolic-logic/article/incompleteness-in-the-finite-domain/D239B1761A73DCA534A4805A76D81C76
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Yeh, Yu-Chu
2004-01-01
This study proposes an interactive model of "cross-domain" concept mapping with an emphasis on brain functions, and it further investigates the relationships between academic achievement, creative thinking, and cross-domain concept mapping. Sixty-nine seventh graders participated in this study which employed two 50-minute instructional…
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Ilyas, Muhammad; Salwah
2017-02-01
The type of this research was experiment. The purpose of this study was to determine the difference and the quality of student's learning achievement between students who obtained learning through Realistic Mathematics Education (RME) approach and students who obtained learning through problem solving approach. This study was a quasi-experimental research with non-equivalent experiment group design. The population of this study was all students of grade VII in one of junior high school in Palopo, in the second semester of academic year 2015/2016. Two classes were selected purposively as sample of research that was: year VII-5 as many as 28 students were selected as experiment group I and VII-6 as many as 23 students were selected as experiment group II. Treatment that used in the experiment group I was learning by RME Approach, whereas in the experiment group II by problem solving approach. Technique of data collection in this study gave pretest and posttest to students. The analysis used in this research was an analysis of descriptive statistics and analysis of inferential statistics using t-test. Based on the analysis of descriptive statistics, it can be concluded that the average score of students' mathematics learning after taught using problem solving approach was similar to the average results of students' mathematics learning after taught using realistic mathematics education (RME) approach, which are both at the high category. In addition, It can also be concluded that; (1) there was no difference in the results of students' mathematics learning taught using realistic mathematics education (RME) approach and students who taught using problem solving approach, (2) quality of learning achievement of students who received RME approach and problem solving approach learning was same, which was at the high category.
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EXPLORING THE IMPACT OF INTERNET ADDICTION ON ACADEMIC ACHIEVEMENT
Orhan Iyitoğlu; Nadir Çeliköz
2017-01-01
This study provides an account of the phenomenon of internet addiction from the perspective of academic achievement. In other words, this study aimed to explore the relation between academic performance of Turkish high school students in such different subject as Maths, English, History, GPA and their use of internet. Different school subjects were selected consciously as the predictor of success in different domains such as social sciences, language, mathematics and the mean of them (GPA). I...
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Stamovlasis, Dimitrios; Gonida, Sofia-Eleftheria N
2018-07-01
The present study used achievement goal theory (AGT) as a theoretical framework and examined the role of mastery and performance goals, both performance-approach and performance-avoidance, on school achieve-ment within the nonlinear dynamical systems (NDS) perspective. A series of cusp catastrophe models were applied on students' achievement in a number of school subjects, such as mathematics and language for elementary school and algebra, geometry, ancient and modern Greek language for high school, using achievement goal orientations as control variables. The participants (N=224) were students attending fifth and eighth grade (aged 11 and 14, respectively) in public schools located in northern Greece. Cusp analysis based on the probability density function was carried out by two procedures, the maximum likelihood and the least squares. The results showed that performance-approach goals had no linear effect on achievement, while the cusp models implementing mastery goals as the asymmetry factor and performance-avoidance as the bifurcation, proved superior to their linear alternatives. The results of the study based on NDS support the multiple goal perspective within AGT. Theoretical issues, educational implications and future directions are discussed.
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Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan
2014-03-01
Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. Copyright © 2013 Elsevier Inc. All rights reserved.
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Elementary Mathematics Specialists: Influencing Student Achievement
Campbell, Patricia F.; Malkus, Nathaniel N.
2013-01-01
"To whom do you turn in this school for advice or information about mathematics instruction?" (Spillane, Healey, and Parise 2009, p. 413). When teachers in forty-four schools were asked this question, they were more likely to indicate a teacher leader in their school, rather than the school's principal or any other administrator.…
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Turgut, Sedat; Temur, Özlem Dogan
2017-01-01
In this research, the effects of using game in mathematics teaching process on academic achievement in Turkey were examined by metaanalysis method. For this purpose, the average effect size value and the average effect size values of the moderator variables (education level, the field of education, game type, implementation period and sample size)…
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Kaya, Deniz; Bozdag, Hüseyin Cihan
2016-01-01
The main objective of this study is to determine the predictive power of mathematics self-efficacy resources and perception of science self-efficacy on academic achievement. The study, adopting a relational screening model, was conducted with a total of 698 students in sixth, seventh and eighth grade level of a state secondary school. Mathematics…
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Directory of Open Access Journals (Sweden)
Himmatul Afthina
2017-12-01
Full Text Available The aims of this research to determine the effect of Think Talk Write (TTW and Think Pair Share (TPS model with Realistic Mathematics Education (RME approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1 TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2 Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3 In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4 In each category of mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.
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Pre-Service Accounting Teachers' Attitudes to Mathematics
Mkhize, Msizi Vitalis; Maistry, Suriamurthee Moonsamy
2017-01-01
Mathematics proficiency has an acknowledged impact on students' accounting grades. Success in this core business subject is dependent on students' mathematical aptitude, attitude and type of secondary schooling. Our study investigated accounting students' attitudes to mathematics on domains of the Fennema-Sherman Mathematics Attitudes Scales…
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The Relations between Working Memory and Mathematics Achievement of Children in the Primary Grades
Tzoneva, Irina Staykova
2015-01-01
This study investigated the predictive relations between working memory in Kindergarten and mathematics achievement in first and second grade. The research is underpinned by Baddeley’s model of working memory (Baddeley & Hitch, 1974; Baddeley, 1986, 1996, 2000) and places particular emphasis on the roles of the central executive and the phonological loop components of the working memory system. A sample consisted of 92 participants (age range: 4 years, 4 months to 6 years, 5 months). Meas...
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Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S
2009-01-01
Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Quasi-experimental crossover-controlled study. California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). All sixth-grade students (n = 84) in the elementary school clustered in 3 classrooms. 9-lesson intervention with an emphasis on guided goal setting and driven by the Social Cognitive Theory. Multiple-choice survey assessing 5 education standards for sixth-grade mathematics and English at 3 time points: baseline (T1), 5 weeks (T2), and 10 weeks (T3). Repeated measures, paired t test, and analysis of covariance. Changes in total scores were statistically different (P academic performance measured by achievement of specific mathematics and English education standards. Nutrition educators can show school administrators and wellness committee members that this program can positively impact academic performance, concomitant to its primary objective of promoting healthful eating and physical activity.
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Quigley, Mark Declan
The purpose of this researcher was to examine specific environmental, educational, and demographic factors and their influence on mathematics and science achievement. In particular, the researcher ascertained the interconnections of home computer access and social capital, with Asian American students and the effect on mathematics and science achievement. Coleman's theory on social capital and parental influence was used as a basis for the analysis of data. Subjects for this study were the base year students from the National Education Longitudinal Study of 1988 (NELS:88) and the subsequent follow-up survey data in 1990, 1992, and 1994. The approximate sample size for this study is 640 ethnic Asians from the NELS:88 database. The analysis was a longitudinal study based on the Student and Parent Base Year responses and the Second Follow-up survey of 1992, when the subjects were in 12th grade. Achievement test results from the NELS:88 data were used to measure achievement in mathematics and science. The NELS:88 test battery was developed to measure both individual status and a student's growth in a number of achievement areas. The subject's responses were analyzed by principal components factor analysis, weights, effect sizes, hierarchial regression analysis, and PLSPath Analysis. The results of this study were that prior ability in mathematics and science is a major influence in the student's educational achievement. Findings from the study support the view that home computer access has a negative direct effect on mathematics and science achievement for both Asian American males and females. None of the social capital factors in the study had either a negative or positive direct effect on mathematics and science achievement although some indirect effects were found. Suggestions were made toward increasing parental involvement in their children's academic endeavors. Computer access in the home should be considered related to television viewing and should be closely
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DEFF Research Database (Denmark)
Mogensen, Arne; Georgiev, Vladimir; Ulovec, Andreas
To encourage many more young people to appreciate the real nature and spirit of mathematics and possibly to be enrolled in mathematics study it is important to involve them in doing mathematics (not just learning about mathematics). This goal could be achieved if mathematics teachers are prepared...... to identify and work with mathematically gifted students (without loosing the rest). The book offers chapters on gifted students, mathematical competences and other issues....
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Directory of Open Access Journals (Sweden)
Qaiser Suleman
2014-02-01
Full Text Available Research reveals that private or home tuition after school time plays a crucial role in strengthening and improving student’s academic achievement. The purpose of the study was to explore the effects of private tuition on the academic achievement of students in subject of mathematics at secondary school level. All the students at secondary school level in Kohat Division (Pakistan constituted the population of the study. The study was delimited to the students of Government High School Ahmadi Banda Karak only. Fifty students of class 09 were selected as sample of the study. Sample students were divided into two groups i.e. control group and experimental group by equating them on the basis of their previous knowledge in subject of mathematics as determined through a pre-test. Each group was composed of 25 students. Students of the experimental group were engaged in tuition for two hours after school time. The study was experimental in nature therefore, “The pre-test-post-test Equivalent Groups Design†was used for the collection of data. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers concluded that there is significant positive effect of private tuition on the academic achievement of students in subject of mathematics at secondary school level. Based on the findings, it was recommended that parents should arrange private tuition for their children to move up their achievement level in subject of mathematics.
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Prins, E.D.
1995-01-01
This study investigates the influence of readability of mathematics examination questions on achievement. The aim of any mathematics examination is to assess whether the aims of a specific mathematics programme have been realized. Readability factors that unnecessarily prevent a clear understanding
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Schuepbach, Marianne
2015-01-01
In this study, we examined the development of mathematics achievement in children attending extracurricular activities intensively in comparison with the development in a control group of children attending only the obligatory hours of school instruction. In addition, we investigated the question of possible effects of intensity of attendance and…
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McHugh, Luisa
Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to
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DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING
Directory of Open Access Journals (Sweden)
Saleh Haji
2017-01-01
Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning
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Kim, ChanMin; Hodges, Charles B.
2012-01-01
We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of…
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Nordstrom, Donna E.
2012-01-01
The purpose of this study was to address the gap in the current literature on community college students in basic math courses by examining motivational, parental and cultural factors as predictors of achievement and persistence of students enrolled in basic skills mathematics courses at a community college. More specifically, this study…
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Moura, Ricardo; Wood, Guilherme; Pinheiro-Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vitor Geraldi
2013-11-01
Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. Copyright © 2013 Elsevier Inc. All rights reserved.
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Working memory and language: skill-specific or domain-general relations to mathematics?
Purpura, David J; Ganley, Colleen M
2014-06-01
Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the specific relations of these two non-mathematical factors to individual aspects of early mathematics. Thus, the focus of this study was to determine whether working memory and language were related to only individual aspects of early mathematics or related to many components of early mathematics skills. A total of 199 4- to 6-year-old preschool and kindergarten children were assessed on a battery of early mathematics tasks as well as measures of working memory and language. Results indicated that working memory has a specific relation to only a few-but critically important-early mathematics skills and language has a broad relation to nearly all early mathematics skills. Copyright © 2014 Elsevier Inc. All rights reserved.
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Fluid reasoning predicts future mathematics among children and adolescents
Green, Chloe T.; Bunge, Silvia A.; Chiongbian, Victoria Briones; Barrow, Maia; Ferrer, Emilio
2017-01-01
The aim of this longitudinal study was to determine whether fluid reasoning (FR) plays a significant role in the acquisition of mathematics skills, above and beyond the effects of other cognitive and numerical abilities. Using a longitudinal cohort sequential design, we examined how FR measured at three assessment occasions, spaced approximately 1.5 years apart, predicted math outcomes for a group of 69 participants between ages 6 and 21 across all three assessment occasions. We used structural equation modeling (SEM) to examine the direct and indirect relations between children's prior cognitive abilities and their future math achievement. A model including age, FR, vocabulary, and spatial skills accounted for 90% of the variance in future math achievement. In this model, FR was the only significant predictor of future math achievement; neither age, vocabulary, nor spatial skills were significant predictors. Thus, FR was the only predictor of future math achievement across a wide age range that spanned primary and secondary school. These findings build on Cattell's conceptualization of FR (Cattell, 1987) as a scaffold for learning, showing that this domain-general ability supports the acquisition of rudimentary math skills as well as the ability to solve more complex mathematical problems. PMID:28152390
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Bottle Caps as Prekindergarten Mathematical Tools
Raisor, Jill M.; Hudson, Rick A.
2018-01-01
Early childhood provides a time of crucial growth in all developmental domains. Prekindergarten is an optimal time for young children to use objects of play as a medium to explore new cognitive concepts, including mathematical structure. Mathematical structure plays an important role in providing students a means to reason about mathematics,…
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Harding, R. Fredrick
This descriptive study compared the science and mathematics aptitudes and achievement test scores for the final school year students in rural White County and Van Buren County, Tennessee with rural county students in Germany. In accordance with the previous research literature (Stevenson, 2002), German students outperformed U.S. students on The International Trends in Math and Science test (TIMSS). As reform in the U.S. education system has been underway, this study intended to compare German county student final school year performance with White County and Van Buren County (Grade 12) performance in science and mathematics. The entire populations of 176 White and Van Buren Counties senior high final school year students were compared with 120 school final year students from two rural German county high schools. The student responses to identical test and questionnaire items were compared using the t-test statistical analysis. In conclusion after t-test analyses, there was no significant difference (p>.05 level) in student attitudes on the 27 problem achievement and the 35 TIMSS questionnaire items between the sampled population of 120 German students compared with the population of 176 White and Van Buren students. Also, there was no statistically significant difference (p>.05 level) between the German, White, and Van Buren County rural science and math achievement in the TIMSS problem section of the final year test. Based on the research, recommendations to improve U.S. student scores to number one in the world include making changes in teaching methodology in mathematics and science; incorporating pamphlet lessons rather than heavily reliance on textbooks; focusing on problem solving; establishing an online clearinghouse for effective lessons; creating national standards in mathematics and science; matching students' course choices to job aspirations; tracking misbehaving students rather than mainstreaming them into the regular classroom; and designing
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The Science of Sex Differences in Science and Mathematics
Halpern, Diane F.; Benbow, Camilla P.; Geary, David C.; Gur, Ruben C.; Hyde, Janet Shibley; Gernsbacher, Morton Ann
2014-01-01
Summary Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability—including the effects of family, neighborhood, peer, and school
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Calhoun, James M., Jr.
2011-01-01
Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational…
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Pre-service accounting teachers' attitudes to mathematics
Mkhize, Msizi Vitalis; Maistry, Suriamurthee Moonsamy
2017-01-01
Mathematics proficiency has an acknowledged impact on students' accounting grades. Success in this core business subject is dependent on students' mathematical aptitude, attitude and type of secondary schooling. Our study investigated accounting students' attitudes to mathematics on domains of the Fennema-Sherman Mathematics Attitudes Scales (F-SMAS) and identified demographic variables in overall attitudes to mathematics, which are pertinent to higher education pedagogy for accountancy. Eigh...
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An application of belief-importance theory in the domain of academic achievement.
Petrides, K V; Frederickson, Norah
2011-03-01
BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based criteria relating to academic achievement and constructs from the personality domain. SAMPLES. Two hundred and forty-two students, of whom 121 were male and 117 were female (4 unreported). They were approximately 18 years old at the time of testing. METHODS. Data were collected on the belief and importance of academic achievement, the Giant Three personality dimensions, and trait emotional intelligence (trait EI). Academic achievement was operationalized via Key Stage 3 and A-level assessment results. RESULTS. Four hypotheses concerning academic achievement were tested and confirmed, with the Motivation quadrant scoring higher than the other three belimp quadrants (Hubris, Depression, and Apathy). Four hypotheses concerning personality were tested, of which two were confirmed, with the Hubris quadrant scoring highest on psychoticism and the Depression quadrant scoring highest on neuroticism. Four hierarchical regressions demonstrated the incremental validity of the belief and importance belimp coordinates over the Giant Three personality dimensions in the prediction of academic achievement. CONCLUSIONS. The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c). ©2010 The British Psychological Society.
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A Comparison of PISA and TIMSS 2003 Achievement Results in Mathematics
Wu, Margaret
2009-01-01
This study compares the Programme for International Student Assessment (PISA) 2003 Mathematics results with the Trends in International Mathematics and Science Study (TIMSS) 2003 Grade 8 mathematics results, using country mean scores for 22 participants of both studies. It is found that Western countries generally performed better in PISA than in…
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Exploring mathematics anxiety and attitude: Mathematics students' experiences
Sahri, Nurul Ashikin; Kamaruzaman, Wan Nur Farahdalila Wan; Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd.
2017-11-01
A quantitative and correlational, survey methods were used to investigate the relationships among mathematical anxiety and attitude toward student's mathematics performance. Participants were 100 students volunteer to enroll in undergraduate Industrial Statistics, Decision Sciences and Business Mathematics at one of northern university in Malaysia. Survey data consisted of demographic items and Likert scale items. The collected data was analyzed by using the idea of correlation and regression analysis. The results indicated that there was a significant positive relationship between students' attitude and mathematics anxiety. Results also indicated that a substantial positive effect of students' attitude and mathematics anxiety in students' achievement. Further study can be conducted on how mathematical anxiety and attitude toward mathematics affects can be used to predict the students' performance in the class.
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Neseth, Hans; Savage, Todd A.; Navarro, Rachel
2009-01-01
The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and…
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Simzar, Rahila M; Martinez, Marcela; Rutherford, Teomara; Domina, Thurston; Conley, AnneMarie M
2015-04-01
This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.
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Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W; Sarama, Julie H; Clements, Douglas H
2017-08-01
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.
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Israel’s Achievements in Mathematics in the Last International Examinations: Part I: The TIMSS 2011
Directory of Open Access Journals (Sweden)
Hanna DAVID
2014-06-01
Full Text Available After more than two decades of deterioration in the Israeli TIMSS results in mathematics, Israel scored number 7 among all countries participating in the world. As the probability of such a sudden, huge improvement seems negligible, this article sheds a new light on the Israel “achievements”. It shows that the students participating were not a sample according to statistical definitions and in additions – two sub-populations with the lowest Israeli achievements did not participate in this international examination.
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Mathematics, anxiety, and the brain.
Moustafa, Ahmed A; Tindle, Richard; Ansari, Zaheda; Doyle, Margery J; Hewedi, Doaa H; Eissa, Abeer
2017-05-24
Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.
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Igbojinwaekwu, Patrick Chukwuemeka
2015-01-01
This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…
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Faber, Janke; Luyten, Johannes W.; Visscher, Arend J.
2017-01-01
In this study a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in grade three primary education (n schools = 79, n students = 1808). Experimental schools used a digital formative assessment tool whereas
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Bodovski, Katerina; Kotok, Stephen; Henck, Adrienne
2014-09-01
Although communist ideology claimed to destroy former class stratification based on labor market capitalist relationships, de facto during socialism one social class hierarchy was substituted for another that was equally unequal. The economic transition during the 1990s increased stratification by wealth, which affected educational inequality. This study examines the relationships among parental education, gender, educational expectations, and mathematics achievement of youths in five post-socialist Eastern European countries, comparing them with three Western countries. We employed the 8 th -grade data from the Trends in International Mathematics and Science Study (TIMSS) 1995 and 2007. The findings point to the universal associations between parental education and student outcomes, whereas gender comparisons present interesting East-West differences. The theoretical and policy implications of these findings are discussed.
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Kelly, Dana L.
1999-11-01
The scale anchoring method was used to analyze and describe the TIMSS primary and middle school (Populations 1 and 2) mathematics and science achievement scales. Scale anchoring is a way of attaching meaning to a scale by describing what students know and can do at specific points on the scale. Student achievement was scrutinized at four points on the TIMSS primary and middle school achievement scales---the 25th, 50th, 75th, and 90th international percentiles for fourth and eighth grades. The scale anchoring method was adapted for the TIMSS data and items that students scoring at each of the four scale points were likely to answer correctly (with a 65 percent probability) were identified. The items were assembled in binders organized by anchor level and content area. Two ten-member panels of subject-matter specialists were convened to scrutinize the items, draft descriptions of student proficiency at the four scale points, and identify example TIMSS items to illustrate performance at each level. Following the panel meetings, the descriptions were refined through an iterative review process. The result is a content-referenced interpretation of the TIMSS scales through which TIMSS achievement results can be better communicated and understood.
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Secondary Mathematics Coaching: The Components of Effective Mathematics Coaching and Implications
Bengo, Priscilla
2016-01-01
Mathematics coaching, which can be defined broadly as job-embedded learning for mathematics teachers with someone who can help, is being used in Canada to improve teaching practice and increase student achievement. Mathematics coaching research is quite new with little written on the components of effective coaching. The paper attempts to…
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Context-based mathematics tasks in Indonesia : Toward better practice and achievement
Wijaya, A.
2015-01-01
The Indonesian national curriculum mandates that mathematics education must be relevant to the needs of life and should offer students opportunities to develop the ability to apply their knowledge in society. Furthermore, there are educational movements in Indonesia that promote the application of mathematics and place a premium on using context-based tasks; see the projects Pendidikan MatematikaRealistik Indonesia (Indonesian Realistic Mathematics Education) and Pembelajaran Kontekstual (Con...
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The Influence of Reading Literacy on Mathematics and Science Achievement
Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.
2016-01-01
The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…
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Cleary, Timothy J; Velardi, Brittany; Schnaidman, Bracha
2017-10-01
The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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Directory of Open Access Journals (Sweden)
Islande C. Delgado Monge
2017-04-01
Full Text Available The study tried to determine the relationship between mathematics anxiety and the variables of gender, academic achievement, number of times students have taken the course and type of school in students taking the course MAT-001 General Mathematics of the National University of Costa Rica. To that end, a purposive sample of 472 students of such course was collected and the instrument of Hopko, Mahadevan, Bare and Hunt was adjusted to it (2003. Data collected were analyzed with the statistical program SPSS applying the corresponding hypothesis tests. According with the results, students showed a medium level of math anxiety and women showed a math anxiety significantly higher than men, while student graduated from private schools showed a significantly lower level of math anxiety than those from public schools or from the modality “General Equivalency Diploma”. Besides, the higher the math anxiety of the student is, the lower their academic achievement will be. Finally, there were no statistically significant differences between math anxiety and the number of times students have taken the course.
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Accessible mathematics ten instructional shifts that raise student achievement
Leinwand, Steven
2009-01-01
Accessible Mathematics is Steven Leinwand's latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts may surprise you and others will validate your thinking. But all will improve students' performance. Read Accessible Mathematics, try its 10 suggestions, and discover how minor shifts in teaching can put learning into high gear.
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Differences in students' mathematics engagement between gender and between rural and urban schools
Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin
2017-01-01
The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools
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Factors affecting Mathematics achievement of first-year secondary ...
African Journals Online (AJOL)
Hennie
2015-08-14
Aug 14, 2015 ... Faculty of Psychology and Educational Sciences, Campus Kulak Kortrijk, KU ... responses of 4,819 first-year secondary school students (Grade ... “its usefulness in science, mathematical and technological activities as well as.
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Bullock, Audrey N.
2017-01-01
Problem solving in mathematics has been a goal for students for decades. In the reviewed literature, problem solving was most often treated as the dependent variable and was defined very broadly; however, few studies were found that included problem solving as a treatment or independent variable. The purpose of this study was to investigate the…
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Son, Ji-Won; Han, Seong Won; Kang, Chungseo; Kwon, Oh Nam
2016-01-01
The purpose of this study is to compare and contrast student, teacher, and school factors that are associated with student mathematics achievement in South Korea and the United States. Using the data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study examines factors that are linked to teachers who deliver…
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Diamantopoulou, Sofia; Pina, Violeta; Valero-Garcia, Ana V.; Gonzalez-Salinas, Carmen; Fuentes, Luis J.
2012-01-01
This study validated the four mathematics tests of the Spanish version of the Woodcock-Johnson III (WJ-III) Achievement (ACH) battery for use in the first six grades of school in Spain. Developmental effects and gender differences were also examined. Participants were a normal population sample of 424 (216 boys) children aged 6 to 13 years.…
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House, J. Daniel
2006-01-01
This article deals with the Third International Mathematics and Science Study (TIMSS). TIMSS has provided a comprehensive assessment of educational contexts and mathematics and science achievement (National Research Council, 1999). The initial TIMSS assessment was conducted in 1995 (TIMSS 1995) and several studies have examined factors related to…
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Mathematical potential of special education students
Peltenburg, M.C.
2012-01-01
This PhD research was aimed at investigating the mathematical potential of special education (SE) students. SE students often have a severe delay in their mathematical development compared to peers in regular education. However, there are indications that SE students could attain more and that there might be unused talent in SE students. In the research project, two mathematical domains were chosen as a topic of investigation. One topic is part of the mathematics curriculum in SE and is gener...
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Savard, Annie; Manuel, Dominic
2015-01-01
Statistics is a domain that is taught in Mathematics in all school levels. We suggest a potential in using an interdisciplinary approach with this concept. Thus the development of the understanding of a situation might mean to use both mathematical and statistical reasoning. In this paper, we present two case studies where two middle school…
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Reilly, David; Neumann, David L.; Andrews, Glenda
2017-06-01
The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific community. Gender differences in mathematics and science achievement play a role, in conjunction with attitudes and self-efficacy beliefs. We report results from the 2011 Trends in Mathematics and Science Study (TIMSS), a large international assessment of eighth grade students' achievement, attitudes, and beliefs among 45 participating nations (N = 261,738). Small- to medium-sized gender differences were found for most individual nations (from d = -.60 to +.31 in mathematics achievement, and d = -.60 to +.26 for science achievement), although the direction varied and there were no global gender differences overall. Such a pattern cross-culturally is incompatible with the notion of immutable gender differences. Additionally, there were different patterns between OECD and non-OECD nations, with girls scoring higher than boys in mathematics and science achievement across non-OECD nations. An association was found between gender differences in science achievement and national levels of gender equality, providing support for the gender segregation hypothesis. Furthermore, the performance of boys was more variable than that of girls in most nations, consistent with the greater male variability hypothesis. Boys reported more favorable attitudes towards mathematics and science, and girls reported lower self-efficacy beliefs. While the gender gap in STEM achievement may be closing, there are still large sections of the world where differences remain.
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Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.
2016-01-01
Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…
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Assessment of Primary 5 Students' Mathematical Modelling Competencies
Chan, Chun Ming Eric; Ng, Kit Ee Dawn; Widjaja, Wanty; Seto, Cynthia
2012-01-01
Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes…
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Wamala, Robert; Maswere, Dyson W.; Mwanga, Yeko
2013-01-01
This study investigates the role of prior grounding attained in mathematics in predicting the academic achievement of enrollees in Bachelor of Science in Actuarial Science (BSAS). The investigation is based on administrative records of 240 BSAS enrollees at Makerere University, School of Statistics and Planning in the 2007-2009 cohorts. Students'…
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Garon-Carrier, Gabrielle; Boivin, Michel; Kovas, Yulia; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Séguin, Jean R; Tremblay, Richard E; Dionne, Ginette
2017-12-01
This study investigated the stable and transient genetic and environmental contributions to individual differences in number knowledge in the transition from preschool (age 5) to Grade 1 (age 7) and to the predictive association between early number knowledge and later math achievement (age 10-12). We conducted genetic simplex modeling across these three time points. Genetic variance was transmitted from preschool number knowledge to late-elementary math achievement; in addition, significant genetic innovation (i.e., new influence) occurred at ages 10 through 12 years. The shared and nonshared environmental contributions decreased during the transition from preschool to school entry, but shared and nonshared environment contributed to the continuity across time from preschool number knowledge to subsequent number knowledge and math achievement. There was no new environmental contribution at time points subsequent to preschool. Results are discussed in light of their practical implications for children who have difficulties with mathematics, as well as for preventive intervention.
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Pan, Hao; Ma, Jing; Ma, Ji; Zhang, Qinghua; Liu, Xiaozhi; Guan, Bo; Gu, Lin; Zhang, Xin; Zhang, Yu-Jun; Li, Liangliang; Shen, Yang; Lin, Yuan-Hua; Nan, Ce-Wen
2018-05-08
Developing high-performance film dielectrics for capacitive energy storage has been a great challenge for modern electrical devices. Despite good results obtained in lead titanate-based dielectrics, lead-free alternatives are strongly desirable due to environmental concerns. Here we demonstrate that giant energy densities of ~70 J cm -3 , together with high efficiency as well as excellent cycling and thermal stability, can be achieved in lead-free bismuth ferrite-strontium titanate solid-solution films through domain engineering. It is revealed that the incorporation of strontium titanate transforms the ferroelectric micro-domains of bismuth ferrite into highly-dynamic polar nano-regions, resulting in a ferroelectric to relaxor-ferroelectric transition with concurrently improved energy density and efficiency. Additionally, the introduction of strontium titanate greatly improves the electrical insulation and breakdown strength of the films by suppressing the formation of oxygen vacancies. This work opens up a feasible and propagable route, i.e., domain engineering, to systematically develop new lead-free dielectrics for energy storage.
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Low and High Achivers in Mathematics
DEFF Research Database (Denmark)
Overgaard, Steffen; Tonnesen, Pia Beck
2016-01-01
achievers - within their first years of schooling think mathematically, as background to initiate more effective teaching of the two groups of students. In autumn 2014, 328 Grade 2 students (born in 2006) received an individual special teaching, early intervention, based on the same model and material, 20...... to enhance the teaching of low and high mathematics achievers so as to increase their mathematical knowledge and confidence.......Every mathematics teacher has a challenge in coping with the gap between low and high achievers in the classroom. The purpose of the the project, Early Math Intervention for Marginalized Students, TMTM 2014, is to bring forth knowledge of how these marginalized students - low as well as high...
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Directory of Open Access Journals (Sweden)
Esther Zaretsky
2011-12-01
Full Text Available The research is aimed at enabling special education pupils to use computers in everyday life, and improving spatial intelligence and mathematical achievements through computers. The method of training focuses on enabling pupils to create computer simulations, communicate by electronic mail while evaluating each other’s products and navigate Internet sites. The creation of such simulations is based on manipulations of the virtual environment similar to the real world as much as possible in order to utilize the unique characteristics of the computer such as spatial visualization. The researcher taught the teachers the basics of the use of computer and trained them how to use the method in their classroom. Then the teachers used the method with their special education pupils in accordance with their cognitive and motor abilities. The objects were taken from the pupils’ everyday environment. The teachers trained the pupils in pairs. Such procedures were held among different populations. The teachers improved their mastery of computers. In spite of their lack of experience before the experiment, they built high-level PowerPoint presentations and used them with their pupils in the classroom including even virtual simulations. They sent their products by Electronic mail (E-Mail for the peer reviewing process and navigated relevant Internet sites. The teachers reported pupils’ high motivation and their success in the various virtual activities. As a result, the spatial intelligence and mathematical achievements of the pupils were improved. The teacher-pupil interaction and the social relationships between the pupils were also improved.
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Conway-Klaassen, Janice Marjorie
"Stereotype threat is being at risk of confirming, as a self-characteristic, a negative stereotype about one's group" (C. M. Steele & Aronson, 1995, p. 797). A stereotype threat effect then is described as the detrimental impact on a person's performance or achievement measurements when they are placed in a stereotype threat environment. For women, the negative stereotype that exists in our culture states that women are typically not as capable as men in mathematics or science subjects. This study specifically explored the potential impact of stereotype threat on women who have chosen a science-based college major. They were tested in the domain of chemistry, which is related to mathematics and often involves high level of mathematics skills. I attempted to generate a stereotype threat in the participants through describing a chemistry challenge exam as either one that had consistently shown a gender bias against women and to create a nullification effect by describing the exam as one that had shown no gender bias in the past. In the third experimental condition acting as a control, participants received only generic instructions related to taking the test itself. The second part of this study investigated whether stereotype threat effects could impact women's achievement goal orientations. In previous studies performance avoidance goal orientations have been associated with individuals placed in a stereotype threat environment. The findings on the stereotype threat effect were not significant for the chemistry challenge test achievement scores. This may be due to several factors. One factor may be the design of the chemistry challenge test and the instructions for the test. The other factor may be the women in this study. As individuals who have chosen a science based major, they may have developed coping skills and strategies that reduced the impact of a stereotype threat. It is also possible that the testing environment itself generated an implicit stereotype
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Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning
Afthina, H.; Mardiyana; Pramudya, I.
2017-09-01
This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.
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Peetsma, T.; van der Veen, I.
2011-01-01
Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students’ investment in learning and academic achievement were examined in this study. Participants were 584 students in the
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Group investigation with scientific approach in mathematics learning
Indarti, D.; Mardiyana; Pramudya, I.
2018-03-01
The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.
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State and Trait Effects on Individual Differences in Children's Mathematical Development
Bailey, Drew H.; Watts, Tyler W.; Littlefield, Andrew K.; Geary, David C.
2015-01-01
Substantial longitudinal relations between children's early mathematics achievement and their much later mathematics achievement are firmly established. These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mathematics achievement across time. We hypothesized that individual differences in children's later mathematical knowledge are more an indicator of stable, underlying characteristics related to mathematics learning throughout development than of direct effects of early mathematical competency on later mathematical competency. We tested this hypothesis in two longitudinal data sets, by simultaneously modeling effects of latent traits (stable characteristics that influence learning across time) and states (e.g., prior knowledge) on children's mathematics achievement over time. Latent trait effects on children's mathematical development were substantially larger than state effects. Approximately 60% of the variance in trait mathematics achievement was accounted for by commonly used control variables, such as working memory, but residual trait effects remained larger than state effects. Implications for research and practice are discussed. PMID:25231900
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Research in Mathematics Education and Language
Planas, Núria
2016-01-01
A synthesis of reasons for the production of this monograph is presented with a focus on contemporary research in the context of the Ninth Congress of the European Society for Research in Mathematics Education. Within the domain of mathematics and language, three lines of concern are addressed: (1) classroom discourse, (2) language diversity, and…
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Student Achievement in College Calculus, Louisiana State University 1967-1968.
Scannicchio, Thomas Henry
An investigation of freshmen achievement in an introductory calculus course was performed on the basis of high school mathematics background to find predictors of college calculus grades. Overall high school academic achievement, overall high school mathematics achievement, number of high school mathematics units, pattern of college preparatory…
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[Building mathematics in imagination].
Patras, Frédéric
2015-01-01
The extraordinary quantitative achievements of contemporary science often hide their qualitative dimension. In mathematics, the understanding of fundamental theoretical phenomena we have got today goes much beyond that achieved in previous periods. This also holds when it comes to the theorisation of mathematical practice.Philosophically, these changes remain largely to be properly analyzed. The present article will address this issue from the point of view of Bachelard's epistemology.
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Krejtz, Izabela; Nezlek, John B
2016-01-01
In a study of the domain specificity of intellectual learned helplessness, we collected data from 376 students in 14 classrooms. We measured feelings of intellectual helplessness for mathematics and language skills, anxiety about performance in each of these domains, and general working memory. Multilevel modeling analyses found that feelings of helplessness in language skills were negatively related to grades in language but were unrelated to grades in mathematics. Similarly, feelings of helplessness in mathematics were negatively related to grades in mathematics but were unrelated to grades in language. Controlling for anxiety or working memory did not change these relationships, nor did they vary across the age of students. The results support conceptualizations in which learned helplessness has a domain specific component.
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Charalampous, Kyriakos; Kokkinos, Constantinos M.
2014-01-01
The purpose of the present study was to investigate the application of the Model of Reciprocal Causation (MRC) in examining the relationship between student personality (personal factors), student-perceived teacher interpersonal behavior (environment), and Mathematics achievement (behavior), with the simultaneous investigation of mediating effects…
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Analysing the Mathematical Experience: Posing the "What Is Mathematics?" Question
Padula, Janice
2011-01-01
In this paper, different schools of thought are discussed and compared to encourage lively classroom discussion and interest in mathematics for high achieving Form 12 students and first (or higher) year university students enrolled in a mathematics degree program. In particular the work and views of two mathematicians, Kurt Godel (1931) and Ian…
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The Affective Dimensions of Mathematical Difficulties in Schoolchildren
Directory of Open Access Journals (Sweden)
Morena Lebens
2011-01-01
Full Text Available Mathematical difficulties (MDs are frequently characterised by cognitive deficits such as ineffective problem solving strategies and a lack of computational fluency. The established literature indicates that mathematical achievement is not only a function of cognitive factors but it also points to the importance of affective factors for the development of mathematical achievement. In the light of this evidence, the exploration of children's affective responses towards mathematics becomes a central issue. Whereas previous studies tended to research affective motivational constructs such as self-efficacy in isolation from other related constructs, the literature suffers from a shortage of research on the relationship between different affective motivational variables and their impact on mathematical achievement in different age and achievement bands. The present paper aims to address this aim by employing a newly developed instrument to measure affective motivational variables. Overall, the present findings support the assumption that children of average ability are less influenced by affective factors than children with mathematical difficulties.
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Cueto, Santiago; Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Freire, Silvana
2014-01-01
Using Young Lives longitudinal data from Peru, this paper explores the relationship between socioeconomic status (SES) measured at the age of one, opportunities to learn (OTL) and achievement in mathematics ten years later. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers' feedback, and level…
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Making Meaning of Creativity and Mathematics Teaching
DEFF Research Database (Denmark)
Misfeldt, Morten
2014-01-01
. One reason is that it is not clear what relation such creative and innovative skills have to mathematics, and how we should teach them. In this paper, I review different conceptions of creativity in mathematics education and investigate what mathematical innovation and creativity “are......Creativity and innovation are important 21st-century skills, and mathematics education contributes to the development of these skills. However, it is far from clear how we as mathematics educators should respond to the need to contribute to our students’ development of creativity and innovation......” in the mathematical classroom. I show how different conceptions of mathematical innovation and creativity dominate different parts of the mathematics education literature, and explain how these differences can be viewed as framing mathematical creativity toward different domains....
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Stemler, Steven Edward
This study explored school effectiveness in mathematics and science at the fourth grade using data from IEA's Third International Mathematics and Science Study (TIMSS). Fourteen of the 26 countries participating in TIMSS at the fourth grade possessed sufficient between-school variability in mathematics achievement to justify the creation of explanatory models of school effectiveness while 13 countries possessed sufficient between-school variability in science achievement. Exploratory models were developed using variables drawn from student, teacher, and school questionnaires. The variables were chosen to represent the domains of student involvement, instructional methods, classroom organization, school climate, and school structure. Six explanatory models for each subject were analyzed using two-level hierarchical linear modeling (HLM) and were compared to models using only school mean SES as an explanatory variable. The amount of variability in student achievement in mathematics attributable to differences between schools ranged from 16% in Cyprus to 56% in Latvia, while the amount of between-school variance in science achievement ranged from 12% in Korea to 59% in Latvia. In general, about one-quarter of the variability in mathematics and science achievement was found to lie between schools. The research findings revealed that after adjusting for differences in student backgrounds across schools, the most effective schools in mathematics and science had students who reported seeing a positive relationship between hard work, belief in their own abilities, and achievement. In addition, more effective schools had students who reported less frequent use of computers and calculators in the classroom. These relationships were found to be stable across explanatory models, cultural contexts, and subject areas. This study has contributed a unique element to the literature by examining school effectiveness at the fourth grade across two subject areas and across 14
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House, J. Daniel
2004-01-01
The importance of homework activities for student achievement has been extensively discussed. Research has indicated that, in general, students who spend more time on homework tend to show higher levels of academic achievement. For instance, results from the Third International Mathematics Study (TIMSS) indicated that adolescent students in Japan…
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TIMSS 2011 International Results in Mathematics
Mullis, Ina V. S.; Martin, Michael O.; Foy, Pierre; Arora, Alka
2012-01-01
The "TIMSS 2011 International Results in Mathematics" summarizes fourth and eighth grade student achievement in each of the 63 countries and 14 benchmarking entities which participated in TIMSS 2011. The report includes trends in mathematics achievement over time for participants in the previous TIMSS 1995, 1999, 2003, and 2007…
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Tambunan, Hardi
2018-01-01
This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera.…
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Ferroelectric domain continuity over grain boundaries
DEFF Research Database (Denmark)
Mantri, Sukriti; Oddershede, Jette; Damjanovic, Dragan
2017-01-01
Formation and mobility of domain walls in ferroelectric materials is responsible for many of their electrical and mechanical properties. Domain wall continuity across grain boundaries has been observed since the 1950's and is speculated to affect the grain boundary-domain interactions, thereby...... impacting macroscopic ferroelectric properties in polycrystalline systems. However detailed studies of such correlated domain structures across grain boundaries are limited. In this work, we have developed the mathematical requirements for domain wall plane matching at grain boundaries of any given...... orientation. We have also incorporated the effect of grain boundary ferroelectric polarization charge created when any two domains meet at the grain boundary plane. The probability of domain wall continuity for three specific grain misorientations is studied. Use of this knowledge to optimize processing...
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Math anxiety in second and third graders and its relation to mathematics achievement
Directory of Open Access Journals (Sweden)
Sarah eWu
2012-06-01
Full Text Available Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in 2nd and 3rd graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA, a new measure for assessing math anxiety in 2nd and 3rd graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Wechsler Individual Achievement Test (WIAT-II. Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were significantly correlated with scores on the Math Reasoning subtest, which involves more complex verbal problem solving, but not with the Numerical Operations subtest which assesses basic computation skills. Our results suggest that math anxiety has a pronounced effect on more demanding calculations. Our results further suggest that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.
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National Center for Mathematics and Science
NCISLA logo National Center for Improving Student Learning and Achievement in Mathematics and Wisconsin-Madison Powerful Practices in Mathematics & Sciences A multimedia product for educators . Scaling Up Innovative Practices in Mathematics and Science (Research Report). Thomas P. Carpenter, Maria
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Early numerical foundations of young children's mathematical development.
Chu, Felicia W; vanMarle, Kristy; Geary, David C
2015-04-01
This study focused on the relative contributions of the acuity of the approximate number system (ANS) and knowledge of quantitative symbols to young children's early mathematical learning. At the beginning of preschool, 191 children (Mage=46 months) were administered tasks that assessed ANS acuity and explicit knowledge of the cardinal values represented by number words, and their mathematics achievement was assessed at the end of the school year. Children's executive functions, intelligence, and preliteracy skills and their parents' educational levels were also assessed and served as covariates. Both the ANS and cardinality tasks were significant predictors of end-of-year mathematics achievement with and without control of the covariates. As simultaneous predictors and with control of the covariates, cardinality remained significantly related to mathematics achievement, but ANS acuity did not. Mediation analyses revealed that the relation between ANS acuity and mathematics achievement was fully mediated by cardinality, suggesting that the ANS may facilitate children's explicit understanding of cardinal value and in this way may indirectly influence early mathematical learning. Copyright © 2015 Elsevier Inc. All rights reserved.
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Health numeracy: the importance of domain in assessing numeracy.
Levy, Helen; Ubel, Peter A; Dillard, Amanda J; Weir, David R; Fagerlin, Angela
2014-01-01
Existing research concludes that measures of general numeracy can be used to predict individuals' ability to assess health risks. We posit that the domain in which questions are posed affects the ability to perform mathematical tasks, raising the possibility of a separate construct of "health numeracy" that is distinct from general numeracy. The objective was to determine whether older adults' ability to perform simple math depends on domain. Community-based participants completed 4 math questions posed in 3 different domains: a health domain, a financial domain, and a pure math domain. Participants were 962 individuals aged 55 and older, representative of the community-dwelling US population over age 54. We found that respondents performed significantly worse when questions were posed in the health domain (54% correct) than in either the pure math domain (66% correct) or the financial domain (63% correct). Our experimental measure of numeracy consisted of only 4 questions, and it is possible that the apparent effect of domain is specific to the mathematical tasks that these questions require. These results suggest that health numeracy is strongly related to general numeracy but that the 2 constructs may not be the same. Further research is needed into how different aspects of general numeracy and health numeracy translate into actual medical decisions.
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Deering, Pamela Rose
2014-01-01
This research compares and contrasts two approaches to predictive analysis of three years' of school district data to investigate relationships between student and teacher characteristics and math achievement as measured by the state-mandated Maryland School Assessment mathematics exam. The sample for the study consisted of 3,514 students taught…
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Teachers' Perceptions of Teaching Mathematics at the Senior Secondary Level in Fiji
Dayal, Hem Chand
2013-01-01
In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that affective variables have profound impact on classroom practices of mathematics teachers. In other words, teachers' conceptions of mathematics and mathematics teaching are greatly influenced by…
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Active Learning to Improve Fifth Grade Mathematics Achievement in Banten
Directory of Open Access Journals (Sweden)
Andri Suherman
2011-12-01
Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten
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Peetsma, Thea; van der Veen, Ineke
2011-01-01
Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students' investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower…
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Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.
2017-09-01
The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.
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Individual and contextual parameters associated with adolescents' domain specific self-perceptions.
Kokkinos, Constantinos M; Hatzinikolaou, Stamatia
2011-04-01
The present study examined the role of adolescents' self-esteem and perceptions of family and classroom contexts on their domain specific self-perceptions. 345 Greek junior high school adolescents aged 14-16 completed measures of domain specific self-perceptions, self-esteem, parenting styles and classroom climate. Hierarchical regression analyses revealed that both family and classroom contexts predicted students' self-perceptions, after students' demographics, academic achievement and self-esteem were controlled for. However, different patterns emerged in the relationship between family, classroom climate and self-esteem depending on domain specific self-perceptions. Academic self-perceptions (scholastic, mathematics and language competences) were predicted by classroom climate dimensions (order and organization, student involvement, rule clarity), whereas self-perceptions regarding relations with parents, close friends and behaviour conduct, were predicted by parenting styles. Given the fact that adolescence is a period of fluctuation in self-understanding which renders self-perceptions particularly malleable, the results support the critical role of the social environments where adolescents operate. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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System Identification A Frequency Domain Approach
Pintelon, Rik
2012-01-01
System identification is a general term used to describe mathematical tools and algorithms that build dynamical models from measured data. Used for prediction, control, physical interpretation, and the designing of any electrical systems, they are vital in the fields of electrical, mechanical, civil, and chemical engineering. Focusing mainly on frequency domain techniques, System Identification: A Frequency Domain Approach, Second Edition also studies in detail the similarities and differences with the classical time domain approach. It high??lights many of the important steps in the identi
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Gender differences in school achievement: The role of self-regulation
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Mirjam eWeis
2013-07-01
Full Text Available This study examined whether different aspects of self-regulation (i.e., emotion and behavior regulation account for gender differences in German and mathematics achievement. Specifically, we investigated whether higher school achievement by girls in comparison to boys can be explained by self-regulation. German and mathematics achievement were assessed in a sample of 53 German fifth graders (19 boys, 34 girls using formal academic performance tests (i.e., reading, writing, mathematics and teachers’ ratings (i.e., grades in German and mathematics. Moreover, teachers rated children’s behavior regulation using the Self-Control Scale (SCS-K-D. Children’s self-reported strategies of emotion regulation were assessed with the Questionnaire for the Measurement of Stress and Coping in Children and Adolescents (SSKJ 3-8. Age and intelligence (CFT 20-R were included as control variables. Analyses of mean differences showed that girls outperformed boys in German achievement and behavior regulation. Regression analyses, using a bootstrapping method, revealed that relations between gender and German achievement were mediated by behavior regulation. Furthermore, we found a suppression effect of behavior regulation on the relation between gender and mathematics achievement: boys’ mathematics achievement was underestimated when the analyses did not control for behavior regulation. We discuss these results from a developmental perspective and within the theoretical framework of self-regulation and achievement.
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Utilizing Microsoft Mathematics In Teaching And Learning Calculus
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Rina Oktaviyanthi
2015-10-01
Full Text Available The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.
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Kanyongo, Gibbs Y.; Ayieko, Rachel
2017-01-01
This study investigated the relationship between socio-economic status, school-level variables and mathematics achievement of sixth graders in Kenya and Zimbabwe. The study is based on secondary data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). SACMEQ employed cluster-sampling procedures…
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Ribeiro, Fabiana Silva; Santos, Flávia H
2017-03-01
Studies suggest that musical training enhances spatial-temporal reasoning and leads to greater learning of mathematical concepts. The aim of this prospective study was to verify the efficacy of a Non-Instrumental Musical Training (NIMT) on the Numerical Cognition systems in children with low achievement in math. For this purpose, we examined, with a cluster analysis, whether children with low scores on Numerical Cognition would be grouped in the same cluster at pre and post-NIMT. Participants were primary school children divided into two groups according to their scores on an Arithmetic test. Results with a specialized battery of Numerical Cognition revealed improvements for Cluster 2 (children with low achievement in math) especially for number production capacity compared to normative data. Besides, the number of children with low scores in Numerical Cognition decreased at post-NIMT. These findings suggest that NIMT enhances Numerical Cognition and seems to be a useful tool for rehabilitation of children with low achievement in math. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Early Years Students' Relationships with Mathematics
Takeuchi, Miwa Aoki; Towers, Jo; Plosz, Jennifer
2016-01-01
Early years mathematics experiences have been shown to be a significant predictor for students' school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with…
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Contemporary mathematical physics
Dobrushin, R L; Shubin, M A; Vershik, Anatoly M
1996-01-01
This first of a two-volume collection is a celebration of the scientific heritage of F. A. Berezin (1931-1980). Before his untimely death, Berezin had an important influence on physics and mathematics, discovering new ideas in mathematical physics, representation theory, analysis, geometry, and other areas of mathematics. His crowning achievements were the introduction of a new notion of deformation quantization, and Grassmannian analysis ("supermathematics"). Collected here are papers by his many of his colleagues and others who worked in related areas, representing a wide spectrum of topics
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Human, Anja; van der Walt, Marthie; Posthuma, Barbara
2015-01-01
Poor mathematics performance in schools is both a national and an international concern. Teachers ought to be equipped with relevant subject matter knowledge and pedagogical content knowledge as one way to address this problem. However, no mathematics knowledge and practice standards have as yet been defined for the preparation of Foundation Phase…
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Exploring international gender differences in mathematics self-concept
Goldman, Amy D.; Penner, Andrew M.
2013-01-01
This study provides an international perspective on mathematics by examnnng mathematics self-concept, achievement, and the desire to enter a career involving mathematics among eighth graders in 49 countries. Using data from the Trends in International Mathematics and Science Study, this study shows that self-concept in mathematics is more closely related to the desire to enter a career using mathematics than achievement is. Further, while gender differences in mathematics self-concept are smaller in more egalitarian countries, both girls and boys have lower mathematics self-concepts and less interest in mathematics careers in these countries. These findings reveal a policy paradox: policies aimed at training the next generation of STEM professionals often highlight the need to close the gender gap, but countries with smaller gender gaps have fewer boys and girls interested in mathematics-intensive careers. We conclude by highlighting the importance of disentangling instrumental and expressive aspects of gender inequality in STEM fields. PMID:27840545
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Opening the research text critical insights and in(ter)ventions into mathematics education
de Freitas, Elizabeth
2008-01-01
In this chapter we interrogate the debate between mathematicians and mathematics educators. This debate is widely recognized in the United States, for instance, where the term 'math wars' is often used in reference to the heated disagreements between mathematicians and mathematics edu- tors. Such recognition might suggest that this topic itself has relevance both for the academy and for educational policy pertaining to mathematics edu- tion. We propose to locate this debate, unavoidably, whenever and wherever mathematics education is written. Our aim is to show how the debate itself gives rise to the inscription mathematics education. Indeed, we contend that 'mathematics education' cannot be defined outside of, or prior to, the debate, for it is precisely through the debate that it is constituted as a domain for 1 deliberation. The debate is more primordial than any epistémè or domain implied by it. In other words, we argue that mathematics and mathematics education do not exist epistemically prior to the d...
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Institutionalizing the Human Domain: Achieving Cross Domain Synergy for Every Day Missions
2017-04-06
others rely on more primitive and traditional sources of information or are characterized by strong central government censorship . Technology can play...many societies, others rely on more primitive and traditional sources of information or are characterized by strong central government censorship and...Capabilities for Operations in the Human Domain 92 31 Notes 1 The National Military Strategy of the United States of America , 2015
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Spatial representations are specific to different domains of knowledge.
Directory of Open Access Journals (Sweden)
Rowena Beecham
Full Text Available There is evidence that many abstract concepts are represented cognitively in a spatial format. However, it is unknown whether similar spatial processes are employed in different knowledge domains, or whether individuals exhibit similar spatial profiles within and across domains. This research investigated similarities in spatial representation in two knowledge domains--mathematics and music. Sixty-one adults completed analogous number magnitude and pitch discrimination tasks: the Spatial-Numerical Association of Response Codes and Spatial-Musical Association of Response Codes tasks. Subgroups of individuals with different response patterns were identified through cluster analyses. For both the mathematical and musical tasks, approximately half of the participants showed the expected spatial judgment effect when explicitly cued to focus on the spatial properties of the stimuli. Despite this, performances on the two tasks were largely independent. Consistent with previous research, the study provides evidence for the spatial representation of number and pitch in the majority of individuals. However, there was little evidence to support the claim that the same spatial representation processes underpin mathematical and musical judgments.
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Directory of Open Access Journals (Sweden)
Eloy Guerrero Seide
2004-11-01
Full Text Available This article summarizes the results obtained in an exploratory and comparative study of two ways of structuring the mathematical content of a B.S. program in Agronomic Engineering at Guantanamo University, Cuba: the formal systematization of the presentation of the knowledge, and an organization through problems. The sign test is used in the proof of the hypothesis. In a preliminary form, at least, it was demonstrated that the variant of systemic structuring of knowledge through problems is more conducive to the efficiency of the knowledge acquired by students than the structure presented by means of the logical exposition of achieved knowledge.
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Investigating the incremental validity of cognitive variables in early mathematics screening.
Clarke, Ben; Shanley, Lina; Kosty, Derek; Baker, Scott K; Cary, Mari Strand; Fien, Hank; Smolkowski, Keith
2018-03-26
The purpose of this study was to investigate the incremental validity of a set of domain general cognitive measures added to a traditional screening battery of early numeracy measures. The sample consisted of 458 kindergarten students of whom 285 were designated as severely at-risk for mathematics difficulty. Hierarchical multiple regression results indicated that Wechsler Abbreviated Scales of Intelligence (WASI) Matrix Reasoning and Vocabulary subtests, and Digit Span Forward and Backward measures explained a small, but unique portion of the variance in kindergarten students' mathematics performance on the Test of Early Mathematics Ability-Third Edition (TEMA-3) when controlling for Early Numeracy Curriculum Based Measurement (EN-CBM) screening measures (R² change = .01). Furthermore, the incremental validity of the domain general cognitive measures was relatively stronger for the severely at-risk sample. We discuss results from the study in light of instructional decision-making and note the findings do not justify adding domain general cognitive assessments to mathematics screening batteries. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Aldridge, Ashley Elizabeth
2009-01-01
The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and female students taught in single-sex classes existed when compared to male and female students taught in coeducational classes. This study reported findings from mathematics…
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Gender-Based Differential Item Performance in Mathematics Achievement Items.
Doolittle, Allen E.; Cleary, T. Anne
1987-01-01
Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test (ACTM). Signed measures of differential item performance (DIP) were obtained for each item in the eight ACTM forms. DIP estimates were analyzed and a significant item category effect was found. (Author/LMO)
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An Algebro-Topological Description of Protein Domain Structure
Penner, Robert Clark; Knudsen, Michael; Wiuf, Carsten; Andersen, Jørgen Ellegaard
2011-01-01
The space of possible protein structures appears vast and continuous, and the relationship between primary, secondary and tertiary structure levels is complex. Protein structure comparison and classification is therefore a difficult but important task since structure is a determinant for molecular interaction and function. We introduce a novel mathematical abstraction based on geometric topology to describe protein domain structure. Using the locations of the backbone atoms and the hydrogen bonds, we build a combinatorial object – a so-called fatgraph. The description is discrete yet gives rise to a 2-dimensional mathematical surface. Thus, each protein domain corresponds to a particular mathematical surface with characteristic topological invariants, such as the genus (number of holes) and the number of boundary components. Both invariants are global fatgraph features reflecting the interconnectivity of the domain by hydrogen bonds. We introduce the notion of robust variables, that is variables that are robust towards minor changes in the structure/fatgraph, and show that the genus and the number of boundary components are robust. Further, we invesigate the distribution of different fatgraph variables and show how only four variables are capable of distinguishing different folds. We use local (secondary) and global (tertiary) fatgraph features to describe domain structures and illustrate that they are useful for classification of domains in CATH. In addition, we combine our method with two other methods thereby using primary, secondary, and tertiary structure information, and show that we can identify a large percentage of new and unclassified structures in CATH. PMID:21629687
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National Center for Education Statistics, 2011
2011-01-01
This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade…
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Personality, Motivation, and Math Achievement Among Turkish Students.
Akben-Selcuk, Elif
2017-04-01
Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.
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Wodtke, Geoffrey T; Parbst, Matthew
2017-10-01
Although evidence indicates that neighborhoods affect educational outcomes, relatively little research has explored the mechanisms thought to mediate these effects. This study investigates whether school poverty mediates the effect of neighborhood context on academic achievement. Specifically, it uses longitudinal data from the Panel Study of Income Dynamics, counterfactual methods, and a value-added modeling strategy to estimate the total, natural direct, and natural indirect effects of exposure to an advantaged rather than disadvantaged neighborhood on reading and mathematics abilities during childhood and adolescence. Contrary to expectations, results indicate that school poverty is not a significant mediator of neighborhood effects during either developmental period. Although moving from a disadvantaged neighborhood to an advantaged neighborhood is estimated to substantially reduce subsequent exposure to school poverty and improve academic achievement, school poverty does not play an important mediating role because even the large differences in school composition linked to differences in neighborhood context appear to have no appreciable effect on achievement. An extensive battery of sensitivity analyses indicates that these results are highly robust to unobserved confounding, alternative model specifications, alternative measures of school context, and measurement error, which suggests that neighborhood effects on academic achievement are largely due to mediating factors unrelated to school poverty.
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Proceedings – Mathematical Sciences | Indian Academy of Sciences
Indian Academy of Sciences (India)
Home; Journals; Proceedings – Mathematical Sciences. A R Aithal. Articles written in Proceedings – Mathematical Sciences. Volume 115 Issue 1 February 2005 pp 93-102. On Two Functionals Connected to the Laplacian in a Class of Doubly Connected Domains in Space-Forms · M H C Anisa A R Aithal · More Details ...
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Mathematic Achievement of Canadian Private School Students
Cadigan, Francoise Jane; Wei, Yichun; Clifton, Rodney A.
2013-01-01
Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students'…
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The Mathematical Modelling of Heat Transfer in Electrical Cables
Directory of Open Access Journals (Sweden)
Bugajev Andrej
2014-05-01
Full Text Available This paper describes a mathematical modelling approach for heat transfer calculations in underground high voltage and middle voltage electrical power cables. First of the all typical layout of the cable in the sand or soil is described. Then numerical algorithms are targeted to the two-dimensional mathematical models of transient heat transfer. Finite Volume Method is suggested for calculations. Different strategies of nonorthogonality error elimination are considered. Acute triangles meshes were applied in two-dimensional domain to eliminate this error. Adaptive mesh is also tried. For calculations OpenFOAM open source software which uses Finite Volume Method is applied. To generate acute triangles meshes aCute library is used. The efficiency of the proposed approach is analyzed. The results show that the second order of convergence or close to that is achieved (in terms of sizes of finite volumes. Also it is shown that standard strategy, used by OpenFOAM is less efficient than the proposed approach. Finally it is concluded that for solving real problem a spatial adaptive mesh is essential and adaptive time steps also may be needed.
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The theory of syntactic domains
Kracht, M.
In this essay we develop a mathematical theory of syntactic domains with special attention to the theory of government and binding. Starting from an intrinsic characterization of command relations as defined in [Ba 90] we determine the structure of the distributive lattice of command relations.
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9th International Congress on Mathematical Education
Hashimoto, Yoshihiko; Hodgson, Bernard; Lee, Peng; Lerman, Stephen; Sawada, Toshio
2004-01-01
Mathematics as a discipline has a long history, emerging from many cultures, with a truly universal character. Mathematicians throughout the world have a fundamentally common understanding of the nature of mathematics and of its central problems and methods. Research mathematicians in any part of the world are part of a cohesive intellectual community that communicates fluently. Mathematics education in contrast has a variable and culturally based character, and this is certainly true of educational organization and practice. Educational research is both an applied social science and a multidisciplinary domain of theoretical scholarship. Among organizations devoted to mathematics education, The International Commission on Mathematical Instruction (ICMI) is distinctive because of its close ties to the mathematics community. The great challenges now facing mathematics education around the world demand a deeper and more sensitive involvement of disciplinary mathematicians than we now have, both in the work of ed...
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Mathematics Teacher Educators' Perceptions and Use of Cognitive Research
Laski, Elida V.; Reeves, Todd D.; Ganley, Colleen M.; Mitchell, Rebecca
2013-01-01
Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics,…
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The Princeton companion to mathematics
Barrow-Green, June; Leader, Imre
2008-01-01
This is a one-of-a-kind reference for anyone with a serious interest in mathematics. Edited by Timothy Gowers, a recipient of the Fields Medal, it presents nearly two hundred entries, written especially for this book by some of the world's leading mathematicians, that introduce basic mathematical tools and vocabulary; trace the development of modern mathematics; explain essential terms and concepts; examine core ideas in major areas of mathematics; describe the achievements of scores of famous mathematicians; explore the impact of mathematics on other disciplines such as biology, finance, and music--and much, much more
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Popular lectures on mathematical logic
Wang, Hao
2014-01-01
A noted logician and philosopher addresses various forms of mathematical logic, discussing both theoretical underpinnings and practical applications. Author Hao Wang surveys the central concepts and theories of the discipline in a historical and developmental context, and then focuses on the four principal domains of contemporary mathematical logic: set theory, model theory, recursion theory and constructivism, and proof theory.Topics include the place of problems in the development of theories of logic and logic's relation to computer science. Specific attention is given to Gödel's incomplete
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Teachers' Attitudes towards Mathematics in Early Childhood Education
Thiel, Oliver
2010-01-01
In Germany during the past few years the nursery school (for ages three-six) is increasingly regarded as an educational institution rather than a childcare centre. This is reflected in the increasing number of curricula for young children, which include mathematics as a domain of learning skills. In the past mathematics has not been part of the…
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Individual differences in non-verbal number acuity correlate with maths achievement.
Halberda, Justin; Mazzocco, Michèle M M; Feigenson, Lisa
2008-10-02
Human mathematical competence emerges from two representational systems. Competence in some domains of mathematics, such as calculus, relies on symbolic representations that are unique to humans who have undergone explicit teaching. More basic numerical intuitions are supported by an evolutionarily ancient approximate number system that is shared by adults, infants and non-human animals-these groups can all represent the approximate number of items in visual or auditory arrays without verbally counting, and use this capacity to guide everyday behaviour such as foraging. Despite the widespread nature of the approximate number system both across species and across development, it is not known whether some individuals have a more precise non-verbal 'number sense' than others. Furthermore, the extent to which this system interfaces with the formal, symbolic maths abilities that humans acquire by explicit instruction remains unknown. Here we show that there are large individual differences in the non-verbal approximation abilities of 14-year-old children, and that these individual differences in the present correlate with children's past scores on standardized maths achievement tests, extending all the way back to kindergarten. Moreover, this correlation remains significant when controlling for individual differences in other cognitive and performance factors. Our results show that individual differences in achievement in school mathematics are related to individual differences in the acuity of an evolutionarily ancient, unlearned approximate number sense. Further research will determine whether early differences in number sense acuity affect later maths learning, whether maths education enhances number sense acuity, and the extent to which tertiary factors can affect both.
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Early math matters: kindergarten number competence and later mathematics outcomes.
Jordan, Nancy C; Kaplan, David; Ramineni, Chaitanya; Locuniak, Maria N
2009-05-01
Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children's learning trajectories in elementary school mathematics. Copyright 2009 APA, all rights reserved
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Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes
Jordan, Nancy C.; Kaplan, David; Ramineni, Chaitanya; Locuniak, Maria N.
2009-01-01
Children’s number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children’s learning trajectories in elementary school mathematics. PMID:19413436
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Provasnik, Stephen; Kastberg, David; Ferraro, David; Lemanski, Nita; Roey, Stephen; Jenkins, Frank
2012-01-01
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement. TIMSS 2011 represents the fifth such study since TIMSS was first conducted in 1995. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement…
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Liu, Yingyi
2017-09-08
Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature. This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It extends previous findings to children with limited and primary formal fraction instruction. Thirty-five fourth graders with limited fraction instruction and forty fourth graders with primary fraction instruction were recruited from a Chinese primary school. Children's fraction magnitude understanding was assessed with a fraction number line estimation task. Approximate number system (ANS) acuity was assessed with a dot discrimination task. Whole number knowledge was assessed with a whole number line estimation task. General reading and mathematics achievements were collected concurrently and 1 year later. In children with limited fraction instruction, fraction representation was linear and fraction magnitude understanding was concurrently related to both ANS and whole number knowledge. In children with primary fraction instruction, fraction magnitude understanding appeared to (marginally) significantly predict general mathematics achievement 1 year later. Fraction magnitude understanding emerged early during formal instruction of fractions. ANS and whole number knowledge were related to fraction magnitude understanding when children first began to learn about fractions in school. The predictive value of fraction magnitude understanding is likely constrained by its sophistication level. © 2017 The British Psychological Society.
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A Cognitive Analysis of Students’ Mathematical Communication Ability on Geometry
Sari, D. S.; Kusnandi, K.; Suhendra, S.
2017-09-01
This study aims to analyze the difficulties of mathematical communication ability of students in one of secondary school on “three-dimensional space” topic. This research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and the sample was thirty students that was chosen by purposive sampling technique. Data of mathematical communication were collected through essay test. Furthermore, the data were analyzed with a descriptive way. The results of this study indicate that the percentage of achievement of student mathematical communication indicators as follows 1) Stating a situation, ideas, and mathematic correlation into images, graphics, or algebraic expressions is 35%; 2) Stating daily experience into a mathematic language / symbol, or a mathematic model is 35%; and 3) Associating images or diagrams into mathematical ideas is 53.3%. Based on the percentage of achievement on each indicator, it can be concluded that the level of achievement of students’ mathematical communication ability is still low. It can be caused the students were not used to convey or write their mathematical ideas systematically. Therefore students’ mathematical communication ability need to be improved.
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Student teachers’ mathematical questioning and courage in metaphorical thinking learning
Hendriana, H.; Hidayat, W.; Ristiana, M. G.
2018-01-01
This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.
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Mathematics and Science Learning Opportunities in Preschool Classrooms
Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine
2014-01-01
Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205
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Low and high achievers in math
DEFF Research Database (Denmark)
Overgaard, Steffen; Tonnesen, Pia Beck; Weng, Peter
2016-01-01
In this session we will present the results of the preliminary analysis of the qualitative and quantitative data, which can be used to enhance the teaching of low and high mathematics achievers so as to increase their mathematical knowledge and confidence....
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Women in mathematics celebrating the centennial of the Mathematical Association of America
Greenwald, Sarah; Jensen-Vallin, Jacqueline; Mast, Maura
2017-01-01
This collection of refereed papers celebrates the contributions, achievements, and progress of female mathematicians, mostly in the 20th and 21st centuries. Emerging from the themed paper session “The Contributions of Women to Mathematics: 100 Years and Counting” at MAA's 2015 MathFest, this volume contains a diverse mix of current scholarship and exposition on women and mathematics, including biographies, histories, and cultural discussions. The multiplicity of authors also ensures a wide variety of perspectives. In inspiring and informative chapters, the authors featured in this volume reflect on the accomplishments of women in mathematics, showcasing the changes in mathematical culture that resulted as more women obtained tenure-track and tenured academic positions, received prestigious awards and honors, served in leadership roles in professional societies, and became more visibly active in the mathematical community. Readers will find discussions of mathematical excellence at Girton College, Cambridg...
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Directory of Open Access Journals (Sweden)
Thomas eGoetz
2014-10-01
Full Text Available With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. We theorized that between-domain relations of trait (i.e., habitual emotions reflected students’ judgments of domain similarities, whereas between-domain relations of state (i.e., momentary emotions did not. This supposition was based on the accessibility model of emotional self-report, according to which individuals’ beliefs tend to strongly impact trait, but not state emotions. The aim of Study 1 (interviews; N = 40; 8th and 11th graders was to gather salient characteristics of academic domains from students’ perspective. In Study 2 (N=1709; 8th and 11th graders the 13 characteristics identified in Study 1 were assessed along with academic emotions in four different domains (mathematics, physics, German, and English using a questionnaire-based trait assessment. With respect to the same domains, state emotions were assessed in Study 3 (N = 121; 8th and 11th graders by employing an experience sampling approach. In line with our initial assumptions, between-domain relations of trait but not state academic emotions reflected between-domain relations of domain characteristics. Implications for research and practice are discussed.
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Goetz, Thomas; Haag, Ludwig; Lipnevich, Anastasiya A.; Keller, Melanie M.; Frenzel, Anne C.; Collier, Antonie P. M.
2014-01-01
With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. We theorized that between-domain relations of trait (i.e., habitual) emotions reflected students' judgments of domain similarities, whereas between-domain relations of state (i.e., momentary) emotions did not. This supposition was based on the accessibility model of emotional self-report, according to which individuals' beliefs tend to strongly impact trait, but not state emotions. The aim of Study 1 (interviews; N = 40; 8th and 11th graders) was to gather salient characteristics of academic domains from students' perspective. In Study 2 (N = 1709; 8th and 11th graders) the 13 characteristics identified in Study 1 were assessed along with academic emotions in four different domains (mathematics, physics, German, and English) using a questionnaire-based trait assessment. With respect to the same domains, state emotions were assessed in Study 3 (N = 121; 8th and 11th graders) by employing an experience sampling approach. In line with our initial assumptions, between-domain relations of trait but not state academic emotions reflected between-domain relations of domain characteristics. Implications for research and practice are discussed. PMID:25374547
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Explanatory Unification by Proofs in School Mathematics
Komatsu, Kotaro; Fujita, Taro; Jones, Keith; Naoki, Sue
2018-01-01
Kitcher's idea of 'explanatory unification', while originally proposed in the philosophy of science, may also be relevant to mathematics education, as a way of enhancing student thinking and achieving classroom activity that is closer to authentic mathematical practice. There is, however, no mathematics education research treating explanatory…
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Pinxten, Maarten; Marsh, Herbert W.; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan
2014-01-01
Background: The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. Aim: This study aims at exploring differential effects of enjoyment…
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Vukovic, Rose K; Lesaux, Nonie K
2013-06-01
This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling (SEM) framework was used to evaluate the relation between children's language ability and gains in different domains of mathematical cognition (i.e., arithmetic, data analysis/probability, algebra, and geometry). The results showed that language ability predicts gains in data analysis/probability and geometry, but not in arithmetic or algebra, after controlling for visual-spatial working memory, reading ability, and sex. The effect of language on gains in mathematical cognition did not differ between language minority learners and native English speakers. These findings suggest that language influences how children make meaning of mathematics but is not involved in complex arithmetical procedures whether presented with Arabic symbols as in arithmetic or with abstract symbols as in algebraic reasoning. The findings further indicate that early language experiences are important for later mathematical development regardless of language background, denoting the need for intensive and targeted language opportunities for language minority and native English learners to develop mathematical concepts and representations. Copyright © 2013. Published by Elsevier Inc.
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Examination of the 8th Grade Students' TIMSS Mathematics Success in Terms of Different Variables
Kaleli-Yilmaz, Gül; Hanci, Alper
2016-01-01
The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students…
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Directory of Open Access Journals (Sweden)
Monica MEADOWS
2016-12-01
Full Text Available Women’s participation in science, technology, engineering and mathematics (STEM courses and careers lags behind that of men. Multiple factors contribute to the underrepresentation of women and girls in STEM. Academic research suggests three areas, which account for the under representation of girls in STEM: social and environmental factors, the school climate and the influence of bias. In order to engage and to retain girls in STEM, educators need to: eliminate bias in the classroom, change school culture, introduce female role models, help girls assess their abilities accurately and develop talent in areas related to science, technology, engineering, and mathematics. Educators should encourage young girls to ask questions about the world, to problem solve, and to develop creativity through play and experimentation. Women have made impressive gains in science and engineering but remain a distinct minority in many science and engineering fields. Creating environments that support girls’ and women’s achievements and interests in science and engineering will encourage more girls and women to pursue careers in these vital fields.
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Adapting the academic motivation scale for use in pre-tertiary mathematics classrooms
Lim, Siew Yee; Chapman, Elaine
2015-09-01
The Academic Motivation Scale ( ams) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades 11 and 12) in Asia. This study adapted the ams for this use and assessed the properties of the adapted instrument with 1610 students from Singapore. Exploratory and confirmatory factor analyses indicated a five-factor structure for the modified instrument (the three original ams intrinsic subscales collapsed into a single factor). Additionally, the modified instrument exhibited good internal consistency (mean α = .88), and satisfactory test-retest reliability over a 1-month interval (mean r xx = .73). The validity of the modified ams was further demonstrated through correlational analyses among scores on its subscales, and with scores on other instruments measuring mathematics attitudes, anxiety and achievement.
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Mathematics and communication skills using educational software in math classes
Directory of Open Access Journals (Sweden)
Marjolis Laffita-Cuza
2017-04-01
Full Text Available The current transformations conceive among others, to form in the race of Mathematics-Physics a professor who imparts indistinctly the subjects of Mathematics and Physics in the upper secondary education from the third year of this race which requires putting more emphasis in the orientation of those Subjects to achieve greater professionalism. The present paper approaches from the theoretical aspects the essential aspects in the educational process of the learning of mathematics for the Mathematics-Physics career of the university of pedagogical sciences such as mathematical communicative competences and the use of educational software, all in function of achieving A greater development of student's mathematical logical thinking.
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Brendefur, Jonathan L; Johnson, Evelyn S; Thiede, Keith W; Strother, Sam; Severson, Herb H
2018-01-01
There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention efforts. We propose a mathematics assessment that screens and provides diagnostic information in six domains that are important to building a strong foundation in mathematics. This article describes the conceptual framework and psychometric qualities of a web-based assessment tool, the Primary Math Assessment (PMA). The PMA includes a screener to identify students at risk for poor math outcomes and a diagnostic tool to provide a more in-depth profile of children's specific strengths and weaknesses in mathematics. The PMA allows teachers and school personnel to make better instructional decisions by providing more targeted analyses.
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Interest in mathematics and science among students having high mathematics aptitude
Ely, Jane Alice
The study investigates why men and women differ in their interest in mathematics and science and in the pursuit of careers in mathematics and science. The most persistent gender differential in educational standard testing is the scores in mathematics achievement. The mean Scholastic Aptitude Test (Mathematics) scores for women are consistently below that of men by about 40 points. One result of this gender differential in mathematics is that few women entertain a career requiring a robust knowledge of higher mathematics (i.e. engineering, computing, or the physical sciences). A large body of literature has been written attempting to explain why this is happening. Biological, cultural, structural and psychological explanations have been suggested and empirically examined. Controlling for mathematical ability is one method of sorting out these explanations. Eliminating mathematical ability as a factor, this dissertation reports the results of a study of men and women college students who all had high mathematics ability. Thus, any differences we found among them would have to be a result of other variables. Using a Mathematics Placement Exam and the SAT-M, forty-two students (12 males and 30 females) with high scores in both were interviewed. Student were asked about their experiences in high school and college mathematics, their career choices, and their attitudes toward mathematics. The findings, that there were no gender differences in the course selection, attitudes towards mathematics, and career choice, differed from my initial expectations. This negative finding suggests that women with high ability in mathematics are just as likely as men to pursue interests in mathematics and related courses in college and in selecting careers.
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Student’s social interaction in mathematics learning
Apriliyanto, B.; Saputro, D. R. S.; Riyadi
2018-03-01
Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.
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Sulley, Robert
2014-01-01
Achieve the best possible standard with this bestselling book of traditional practice and guidance - now in colour!. First Aid in Mathematics provides all the help and support needed for learning and practising Mathematics. It offers comprehensive coverage of core mathematical topics in clear and accessible language. It is suitable for both native English speakers and students of English as a second language and can be used in class, or as a reference and revision book. - Develops a strong basis of understanding with core topics covered in clear and accessible language. - Improves student's ab
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Toward Nexus Equation: A Conceptual and Mathematical Framework for Water- Energy-Food Nexus
Abou Najm, Majdi; Higgins, Chad
2016-04-01
Water, energy, and agriculture are highly interdependent that attempts to achieve sustainability in any of those three domains will directly impact the others. These interdependencies, collectively known as the Water-Energy-Food Nexus, become more complex and more critical as the climate changes, the population grows, habits and lifestyles alternate, and the prices of water, energy, and food increase. However, and despite several attempts to incorporate the nexus, the global research community continues to focus on different subsets of the problem with limited holistic attempts to address the full problem. At best, interactions between two of the three domains were studied, often neglecting the impact of such interaction on the third domain. For example, agricultural researchers tracked water costs by applying concepts like virtual water or water footprint, or using large-scale system models to investigate food and water security, ignoring most often the corresponding energy footprint. Similarly, investigators quantified water-energy tradeoffs in the highly engineered, centralized systems of water and power management, paying no attention to water diversion from agriculture. Most nexus initiatives focused on reviews and data collection of existing knowledge and relevant facts, but unfortunately lacked a conceptual and mathematical framework that can integrate all the gathered knowledge and account for multiple interactions, feedbacks, or natural processes that occur across all three domains of the nexus. Here, we present an integrated conceptual and mathematical framework (roadmap) for the nexus. This framework is driven by spatiotemporal demands for water, energy, and food to be satisfied by resource management of the three domains, envisioned as a stepwise process, with each step requiring inputs from the three nexus domains and creating waste products. The efficiency of each step, combined with mass balances, create the linkages and feedback loops within the
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Bicer, Ali; Capraro, Robert M.
2017-01-01
MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom. The present study examined students' mathematics growth from 2012 to 2013 and observed how students' mathematics scores changed after their school implemented the MathForward program. The sample consisted of two…
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Resource Allocation Patterns and Student Achievement
James, Lori; Pate, James; Leech, Donald; Martin, Ellice; Brockmeier, Lantry; Dees, Elizabeth
2011-01-01
This quantitative research study was designed to examine the relationship between system resource allocation patterns and student achievement, as measured by eighth grade Criterion-Referenced Competency Test (CRCT) mathematics, eighth grade CRCT reading, eleventh grade Georgia High School Graduation Test (GHSGT) mathematics, eleventh grade and…
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Closing the Minority Achievement Gap in Math
Holloway, John H.
2004-01-01
Minority students face numerous academic barriers for achievement in the classroom as well as outside the school. The National Council of Teachers of Mathematics (NCTM) suggests six principles for maintaining the standard of school mathematics.
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Mathematical Description and Mechanistic Reasoning: A Pathway toward STEM Integration
Weinberg, Paul J.
2017-01-01
Because reasoning about mechanism is critical to disciplined inquiry in science, technology, engineering, and mathematics (STEM) domains, this study focuses on ways to support the development of this form of reasoning. This study attends to how mechanistic reasoning is constituted through mathematical description. This study draws upon Smith's…
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Directory of Open Access Journals (Sweden)
Zomaya Albert Y
2006-12-01
Full Text Available Abstract Background Knowledge of protein domain boundaries is critical for the characterisation and understanding of protein function. The ability to identify domains without the knowledge of the structure – by using sequence information only – is an essential step in many types of protein analyses. In this present study, we demonstrate that the performance of DomainDiscovery is improved significantly by including the inter-domain linker index value for domain identification from sequence-based information. Improved DomainDiscovery uses a Support Vector Machine (SVM approach and a unique training dataset built on the principle of consensus among experts in defining domains in protein structure. The SVM was trained using a PSSM (Position Specific Scoring Matrix, secondary structure, solvent accessibility information and inter-domain linker index to detect possible domain boundaries for a target sequence. Results Improved DomainDiscovery is compared with other methods by benchmarking against a structurally non-redundant dataset and also CASP5 targets. Improved DomainDiscovery achieves 70% accuracy for domain boundary identification in multi-domains proteins. Conclusion Improved DomainDiscovery compares favourably to the performance of other methods and excels in the identification of domain boundaries for multi-domain proteins as a result of introducing support vector machine with benchmark_2 dataset.
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Cheng, Qiang
2014-01-01
Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that…
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Gaber, David; Schlimm, Dirk
2015-01-01
Mathematics is a powerful tool for describing and developing our knowledge of the physical world. It informs our understanding of subjects as diverse as music, games, science, economics, communications protocols, and visual arts. Mathematical thinking has its roots in the adaptive behavior of living creatures: animals must employ judgments about quantities and magnitudes in the assessment of both threats (how many foes) and opportunities (how much food) in order to make effective decisions, and use geometric information in the environment for recognizing landmarks and navigating environments. Correspondingly, cognitive systems that are dedicated to the processing of distinctly mathematical information have developed. In particular, there is evidence that certain core systems for understanding different aspects of arithmetic as well as geometry are employed by humans and many other animals. They become active early in life and, particularly in the case of humans, develop through maturation. Although these core systems individually appear to be quite limited in application, in combination they allow for the recognition of mathematical properties and the formation of appropriate inferences based upon those properties. In this overview, the core systems, their roles, their limitations, and their interaction with external representations are discussed, as well as possibilities for how they can be employed together to allow us to reason about more complex mathematical domains. © 2015 John Wiley & Sons, Ltd.
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Kalaycioglu, Dilara Bakan
2015-01-01
The purpose of this study is to examine relationships among the such variables as socioeconomic status, math self-efficacy, anxiety, and mathematics achievement using structural equation modeling. A sample group of 8,806 students from England, Greece, Hong Kong, the Netherlands, Turkey, and the USA participated in the PISA 2012. To show how much…
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The Measurement of Students' Achievement in Teaching Primary School Fifth Year Mathematics Classes
Doganay, Ahmet; Bal, Ayten Pinar
2010-01-01
The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. The population of the study…
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Mathematics as verbal behavior.
Marr, M Jackson
2015-04-01
"Behavior which is effective only through the mediation of other persons has so many distinguishing dynamic and topographical properties that a special treatment is justified and indeed demanded" (Skinner, 1957, p. 2). Skinner's demand for a special treatment of verbal behavior can be extended within that field to domains such as music, poetry, drama, and the topic of this paper: mathematics. For centuries, mathematics has been of special concern to philosophers who have continually argued to the present day about what some deem its "special nature." Two interrelated principal questions have been: (1) Are the subjects of mathematical interest pre-existing in some transcendental realm and thus are "discovered" as one might discover a new planet; and (2) Why is mathematics so effective in the practices of science and engineering even though originally such mathematics was "pure" with applications neither contemplated or even desired? I argue that considering the actual practice of mathematics in its history and in the context of acquired verbal behavior one can address at least some of its apparent mysteries. To this end, I discuss some of the structural and functional features of mathematics including verbal operants, rule-and contingency-modulated behavior, relational frames, the shaping of abstraction, and the development of intuition. How is it possible to understand Nature by properly talking about it? Essentially, it is because nature taught us how to talk. Copyright © 2015 Elsevier B.V. All rights reserved.
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Mathematics Connection - Vol 5 (2005)
African Journals Online (AJOL)
Ghanaian JSS2 students' abysmal mathematics achievement in TIMSS-2003: a consequence of the basic school mathematics curriculum · EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. J Anamuah-Mensah, DK Mereku, 1-13. http://dx.doi.org/10.4314/mc.v5i1.21489 ...
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Directory of Open Access Journals (Sweden)
Mery Luz Vega-Vaca
2015-07-01
Full Text Available This study is expected to determine the impact of a program based on the cooperative learning methodology. This, in comparison to a traditional learning situation in both mathematics and language achievement. The study was carried out on a group of fourth grade students of primary school. In addition, it tried to find the differential impact according to the cognitive style in the field dependence-independence dimension. This work was carried out with 76 students of the Colegio José Martí I.E.D. (Bogotá-Colombia ranging from 8-12 years of age. The control group received a traditional teaching methodology and the experimental group received the cooperative learning program, composed of 35 sessions (from July to November 2009. All the participants were tested in mathematics and language performance, before and after the intervention. All of them were tested in cognitive style as well. The results suggested that the cooperative learning methodology benefited importantly the academic achievement of the students in mathematics in contrast to the competitive and individualist situations. The results also suggested that the three cognitive style groups were positively affected from the cooperative learning situation. These results were not found in the language area.
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Problem solving as a challenge for mathematics education in The Netherlands
Doorman, M.; Drijvers, P.; Dekker, T.; Heuvel-Panhuizen, T. van; Lange, J. de; Wijers, M.
2007-01-01
This paper deals with the challenge to establish problem solving as a living domain in mathematics education in The Netherlands. While serious attempts are made to implement a problem-oriented curriculum based on principles of realistic mathematics education with room for modelling and with
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Eighth Grade Algebra Course Placement and Student Motivation for Mathematics
Simzar, Rahila M.; Domina, Thurston; Tran, Cathy
2016-01-01
This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210
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Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.
Simzar, Rahila M; Domina, Thurston; Tran, Cathy
2016-01-01
This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.
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Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children.
Passolunghi, Maria C; Caviola, Sara; De Agostini, Ruggero; Perin, Chiara; Mammarella, Irene C
2016-01-01
Mathematics anxiety (MA) has been defined as "a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations." Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.
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Mathematics Anxiety, Working Memory and Mathematics Performance in Secondary-School Children
Directory of Open Access Journals (Sweden)
Maria Chiara ePassolunghi
2016-02-01
Full Text Available Mathematics anxiety (MA has been defined as a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations. Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM also plays an important part in such anxious feelings.The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA and low math anxiety (LMA. Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.
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The mathematics/science teachers' factor in achievement of the goal ...
African Journals Online (AJOL)
The Teacher is the key factor in the success of any Educational endeavor at all levels. The introduction of the Universal Basic Education (UBE) necessitates a finding on the state of readiness of mathematics/science teachers in the field who will implement the programme towards the participatory level of ...
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Writing Chinese and mathematics achievement: A study with Chinese-American undergraduates
Li, Chieh; Nuttall, Ronald
2001-04-01
Two recent studies indicated that writing Chinese is correlated to Chinese-American (CA) students' spatial skills. The current study investigated whether writing Chinese would have the same relationship to mathematics skills. The Scholastic Assessment Test—Mathematics (SAT-Math) scores were analysed for 150 CA undergraduates: 42 writers of Chinese and 108 non-writers of Chinese. The results suggested a strong correlation between writing Chinese and success on SAT-Math. An underlying mechanism may be the common cognitive components that encompass writing Chinese, spatial tasks, and SAT-Math. Contrary to previous findings with other populations in the USA, CA females scored slightly higher on SAT-Math than males. The finding supports the cultural relativity theory of gender difference on SAT-Math.
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Separated matter and antimatter domains with vanishing domain walls
Energy Technology Data Exchange (ETDEWEB)
Dolgov, A.D.; Godunov, S.I.; Rudenko, A.S.; Tkachev, I.I., E-mail: dolgov@fe.infn.it, E-mail: sgodunov@itep.ru, E-mail: a.s.rudenko@inp.nsk.su, E-mail: tkachev@ms2.inr.ac.ru [Physics Department and Laboratory of Cosmology and Elementary Particle Physics, Novosibirsk State University, Pirogova st. 2, Novosibirsk, 630090 (Russian Federation)
2015-10-01
We present a model of spontaneous (or dynamical) C and CP violation where it is possible to generate domains of matter and antimatter separated by cosmologically large distances. Such C(CP) violation existed only in the early universe and later it disappeared with the only trace of generated baryonic and/or antibaryonic domains. So the problem of domain walls in this model does not exist. These features are achieved through a postulated form of interaction between inflaton and a new scalar field, realizing short time C(CP) violation.
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Mathematics Competency Test: User's Manual.
Vernon, P. E.; And Others
The Mathematics Competency Test is a 46-question written test assessing mathematics achievement for groups or individuals aged 11 to adult. It is suitable for use with groups or individuals in school, college and workplace contexts. The questions are open-ended and require constructed responses rather than recognition of a correct answer in a…
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Students' Attitudes towards Mathematics in Single-Sex and Coeducational Schools.
Norton, Stephen J.; Rennie, Leonie J.
1998-01-01
Discusses part of study stimulated by the continuing debate over differences between boys and girls in their attitudes towards mathematics and their participation and performance in this subject at school. Concludes that there were clear differences between boys and girls on the Mathematics as a Male Domain scale with girls being less stereotyped…
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Discrete algorithmic mathematics
Maurer, Stephen B
2005-01-01
The exposition is self-contained, complemented by diverse exercises and also accompanied by an introduction to mathematical reasoning … this book is an excellent textbook for a one-semester undergraduate course and it includes a lot of additional material to choose from.-EMS, March 2006In a textbook, it is necessary to select carefully the statements and difficulty of the problems … in this textbook, this is fully achieved … This review considers this book an excellent one.-The Mathematical Gazette, March 2006
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Mathematics Achievement of Children in China and the United States.
Stevenson, Harold W.; And Others
1990-01-01
Performance of U.S. first and fifth graders was consistently inferior to that of Chinese children on both problems requiring computation and problems requiring application of knowledge about mathematics. The poor performance of U.S. students appeared to be attributable to low motivation of students, low standards of parents, and low interest of…
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Sobolev spaces on bounded symmetric domains
Czech Academy of Sciences Publication Activity Database
Engliš, Miroslav
Roč. 60, č. 12 ( 2015 ), s. 1712-1726 ISSN 1747-6933 Institutional support: RVO:67985840 Keywords : bounded symmetric domain * Sobolev space * Bergman space Subject RIV: BA - General Mathematics Impact factor: 0.466, year: 2015 http://www.tandfonline.com/doi/abs/10.1080/17476933. 2015 .1043910
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Examining mathematics attitude in a TIMSS 2003 pilot research
Directory of Open Access Journals (Sweden)
Kadijević Đorđe M.
2003-01-01
Full Text Available Apart from the data on test reliability, the psychometric features of the TIMSS variables are not officially available. It is therefore not clear whether the TIMSS findings capture real educational trends. Being concerned with mathematics attitude, the aim of this research was to determine the psychometric values of a mathematics attitude scale derived from a student questionnaire, and, if these are appropriate, to examine the relation of mathematics attitude to gender and mathematics achievement, and search for gender differences in the applied mathematics attitude indicators. By using a sample of 89 seventh-grade students involved in a TIMSS 2003 pilot research, it revealed the following findings: (a the representativity reliability, homogeneity and validity of the applied attitude scale were acceptable, (b attitude to mathematics was related to mathematics achievement, (c gender differences in mathematics attitude were not found and (d gender differences in the applied indicators were only present for the statement "I need to do well in mathematics to get into the faculty of my choice" where males expressed a higher agreement than females.
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Achievement goal profiles and developments in effort and achievement in upper elementary school.
Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea
2017-12-01
The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
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The mysterious connection between mathematics and physics.
Kauffman, Louis H; Ul-Haq, Rukhsan
2015-12-01
The essay is in the form of a dialogue between the two authors. We take John Wheeler's idea of "It from Bit" as an essential clue and we rework the structure of the bit not to the qubit, but to a logical particle that is its own anti-particle, a logical Marjorana particle. This is our key example of the amphibian nature of mathematics and the external world. We emphasize that mathematics is a combination of calculation and concept. At the conceptual level, mathematics is structured to be independent of time and multiplicity. Mathematics in this way occurs before number and counting. From this timeless domain, mathematics and mathematicians can explore worlds of multiplicity and infinity beyond the apparent limitations of the physical world and see that among these possible worlds there are coincidences with what is observed. Copyright © 2015. Published by Elsevier Ltd.
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Rwandan grade 6 mathematics teachers' knowledge
African Journals Online (AJOL)
owner
1University Rwanda, College of Education, 2 School of Education, University of .... one hand, and Knowledge of Content and Students (KCS) and Knowledge of Content and ..... The nature and development of middle school mathematics ... of freshman science student teachers from different science teaching domains.
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Can Scientific Research Answer the "What" Question of Mathematics Education?
van den Heuvel-Panhuizen, Marja
2005-01-01
This paper problematizes the issue of how decisions about the content of mathematics education can be made. After starting with two examples where research in mathematics education resulted in different choices on the content of primary school teaching, I explore where and how, in the scientific enterprise within the domain of education, issues of…
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Applied geometry and discrete mathematics
Sturm; Gritzmann, Peter; Sturmfels, Bernd
1991-01-01
This volume, published jointly with the Association for Computing Machinery, comprises a collection of research articles celebrating the occasion of Victor Klee's sixty-fifth birthday in September 1990. During his long career, Klee has made contributions to a wide variety of areas, such as discrete and computational geometry, convexity, combinatorics, graph theory, functional analysis, mathematical programming and optimization, and theoretical computer science. In addition, Klee made important contributions to mathematics education, mathematical methods in economics and the decision sciences, applications of discrete mathematics in the biological and social sciences, and the transfer of knowledge from applied mathematics to industry. In honor of Klee's achievements, this volume presents more than forty papers on topics related to Klee's research. While the majority of the papers are research articles, a number of survey articles are also included. Mirroring the breadth of Klee's mathematical contributions, th...
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Morsanyi, Kinga; Devine, Amy; Nobes, Alison; Szucs, Denes
2013-01-01
This study examined performance on transitive inference problems in children with developmental dyscalculia (DD), typically developing controls matched on IQ, working memory and reading skills, and in children with outstanding mathematical abilities. Whereas mainstream approaches currently consider DD as a domain-specific deficit, we hypothesized…
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Forgasz, Helen J.; Leder, Gilah C.
2017-09-01
We report the general public's perceptions and those of 15-year-old school students, about aspects of mathematics learning. For the adult sample, survey data were gathered from pedestrians and Facebook users in Australia, Canada and the UK—countries in which English is the dominant language spoken. Participants responded to items about the teaching and learning of mathematics, the gender stereotyping of mathematics and the perceived importance of studying mathematics for future careers. Collection of the data from the pedestrian samples partially overlapped with the period of data gathering via Facebook and coincided loosely with the administration of the Programme for International Student Assessment [PISA] 2012 in the three countries of interest. We examined participants' views/beliefs by country and by respondent age. We also compared the results of the adult samples with student responses to four PISA 2012 attitudinal items for which the foci were comparable to items administered to the general public. Thus, we were able to compare the responses of three different age groups. While participants considered mathematics to be important for everyone to study, and important for employment, vestiges of traditional gender stereotyped beliefs and expectations were evident, more so among the younger than older respondents.
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DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Poikkeus, Anna-Maija; Aunola, Kaisa
2016-01-01
This study investigated friend influence over mathematics achievement in 202 same-sex friendship dyads (106 girl dyads). Participants were in the third grade (around age 9) at the outset. Each friend completed a questionnaire describing interest in mathematics and a standardized mathematical reasoning assessment. Peer nominations provided a…
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New Readings in Greek Mathematics: Sources, Problems, Publications.
Knorr, Wilbur R.
1990-01-01
The field of ancient Greek mathematics is discussed in terms of how representative is the surviving corpus of the ancient achievement in mathematics, the patterns of thought by which they were discovered, and the construction of mathematics during this period. The research being done in this field is described. (KR)
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Asymptotically exact localized expansions for signals in the time–frequency domain
International Nuclear Information System (INIS)
Muzhikyan, Aramazd H; Avanesyan, Gagik T
2012-01-01
Based on a unique waveform with strong exponential localization property, an exact mathematical method for solving problems in signal analysis in the time–frequency domain is presented. An analogue of the Gabor frame exposes the non-commutative geometry of the time–frequency plane. Signals are visualized using the constructed graphical representation. This article is part of a special issue of Journal of Physics A: Mathematical and Theoretical devoted to ‘Coherent states: mathematical and physical aspects’. (paper)
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Language, Mathematics and English Language Learners
Adoniou, Misty; Qing, Yi
2014-01-01
There is a correlation between language proficiency and achievement in mathematics (Riordain & O'Donoghue, 2009), and this is particularly evident for children who speak English as an additional language or dialect. More effort needs to be made in mathematics classrooms to develop cognitive competencies, including the ability to decode and…
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Mathematics creative thinking levels based on interpersonal intelligence
Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.
2017-12-01
Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.
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Rosenstein, Joseph G., Ed.; Franzblau, Deborah S., Ed.; Roberts, Fred S., Ed.
This book is a collection of articles by experienced educators and explains why and how discrete mathematics should be taught in K-12 classrooms. It includes evidence for "why" and practical guidance for "how" and also discusses how discrete mathematics can be used as a vehicle for achieving the broader goals of the major…
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Directory of Open Access Journals (Sweden)
Trude Nilsen
2013-10-01
Full Text Available As students advance in their learning of physics over the course of their education, the requirement of mathematical applications in physics-related tasks increases, especially so in upper secondary school and in higher education. Yet there is little empirical work (particularly large-scale or longitudinal on the application of mathematics in physics education compared with the research related to the conceptual knowledge of physics. In order to clarify the nature of mathematics in physics education, we developed a theoretical framework for mathematical competencies pertinent to various physics tasks based on theoretical frameworks from mathematics and physics education. We used this synthesis of frameworks as a basis to create a model for physics competence. The framework also served as a tool for analyzing and categorizing trend items from the international large-scale survey, TIMSS Advanced 1995 and 2008. TIMSS Advanced assessed students in upper secondary school with special preparation in advanced physics and mathematics. We then investigated the changes in achievements on these categorized items across time for nations who participated in both surveys. The results from our analysis indicate that students whose overall physics achievement declined struggled the most with items requiring mathematics, especially items requiring them to handle symbols, such as manipulating equations. This finding suggests the importance of collaboration between mathematics and physics education as well as the importance of traditional algebra for physics education.