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This study aimed to determine the correlational analysis or whether math anxiety and mathematical performance of Grade 10 students in Morong National High School have a significant relationship with each other. It also focused on determining the level of math anxiety of Grade 10 students, describing their mathematical performance, and identifying the factors influencing their math anxiety. This study used a mixed method to answer the research questions as part of the descriptive, correlational design using a survey to determine the relationship between the two variables. The study was conducted in Morong National High School with 253 respondents out of 829 10th Grade students. The probability sampling was employed through simple random sampling on 10th Grade students regardless of their age, gender, section, or academic achievement in Mathematics. According to the statistical analysis of the results, the Pearson coefficient value suggests a weak negative correlation between math anxiety and mathematical performance, however, the magnitude of the correlation is quite small, indicating that there is only minimal relationship between the two variables. The result was produced from a Pearson coefficient of -0.058 and a p-value of 0.349 which exceeds a 0.05 level of significance, from a total of 253 respondents indicates that the observed correlation coefficient is not statistically significant at the chosen significant level of 0.05 (α=0.05).There is a weak negative correlation between math anxiety and mathematical performance of Grade 10 students in Morong National High School. Furthermore, the results of the scaling of math anxiety level resulted in quite a bit of anxiety with an overall weighted mean of 3.45 and an average of 83.66 on the respondent’s mathematical performance. Many factors are also identified that influence the students' math anxiety: the level of difficulty of math lessons, level of difficulty of math problems, oral recitation, low self-esteem, lack of knowledge in math, and surprise quizzes.

Aim: To examine whether executive functions, and gross motor skills were predictors for school performance in children with DCD, with risk for DCD (r-DCD), and with typical development (TD).Methods...

The main purpose of this paper is, the effect of guided oral questions in mathematics lessons on evaluation formative testing in Increase academic achievement. The sample of the Research consisted of two 23-person classes from computer students at the University of Dr. Moien Rasht. Both classes took pre-test, with a common question from the semester's lessons. Randomly, Class A was selected as the control, and Class B was selected as the experiment .In Class A, after 6 weeks of teaching, evaluation formative the classical test was formally written (paper-and-pencil) .Group B students, with the same content of Class A teaching, received group Oral (participatory) instead of, formative tests. Group members were selected based on formula, According to the attention, pre-test scores value, and other Indicators. At the end of the semester, both classes were aggregated with the same question, and the scores of both classes were analyzed by descriptive and inferential statistics, t and ES .Statistical analysis showed that learning rate increased in both control and experimental groups. But in cumulative Evaluation, the mean scores of the experimental group were higher than the Average scores of the control group. While in the pre-test, the control group scores were higher than the experimental group. The area under the corresponding curve, ES = .96, is / 831. That is, the area under the curve corresponding to the test group members, on whom the developmental test was orally administered, their mathematics lesson scores were83.15 higher than the control group.

Fraction knowledge has been found to predict later mathematical performance, but many students have difficulty with fractions. Virtual manipulatives (VM) and concrete manipulatives (CM) are effective approaches to teaching fractions, but previous research has not been able to reach a consensus on which manipulatives are the most effective. This quasi-experimental study employed a pre- and posttest design to investigate the differential effects of VM and CM in a fraction intervention on students’ fraction skills. In addition to fraction skills, students’ arithmetic fluency was measured. Fidelity of intervention, social validity, and time-efficiency of the manipulatives were also investigated. Fourth- and fifth-grade participants (N= 115) from Southern Finland were assigned to VM and CM intervention groups. The intervention was implemented during six 45-minute lessons over 2 weeks. Results revealed that the CM group outperformed the VM group in fraction skills, which suggests that CM should be favored in fraction interventions. Fraction knowledge has been found to predict later mathematical performance, but many students have difficulty with fractions. Virtual manipulatives (VM) and concrete manipulatives (CM) are effective approaches to teaching fractions, but previous research has not been able to reach a consensus on which manipulatives are the most effective. This quasi-experimental study employed a pre- and posttest design to investigate the differential effects of VM and CM in a fraction intervention on students’ fraction skills. In addition to fraction skills, students’ arithmetic fluency was measured. Fidelity of intervention, social validity, and time-efficiency of the manipulatives were also investigated. Fourth- and fifth-grade participants (N= 115) from Southern Finland were assigned to VM and CM intervention groups. The intervention was implemented during six 45-minute lessons over 2 weeks. Results revealed that the CM group outperformed the VM group in fraction skills, which suggests that CM should be favored in fraction interventions.

The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based interventions generally improved mathematical performance (mean ES = 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.

The role of motivation, temperament, personality and well-being as predicting propensity factors for mathematical abilities was investigated in 30 adults. By embedding these predictors in the Opportunity-Propensity framework, this study aimed to reveal their unique contribution in math development, which is important to improve mathematics education. To our knowledge, the present study is the first to combine predictors and find evidence for the importance of some non-cognitive and socio-emotional propensity factors for mathematical performance by using primary data. Results indicated significant interrelations between the propensities, pleading to integrate them in math research. Furthermore, the relationship propensities and mathematics was dependent on the specific investigated math task, which is in line with the componential nature of mathematics. Negative Affect was the best prediction of accuracy (lower levels of subjective well-being associated with lower levels of mathematical accuracy) whereas Intrinsic Motivation was the best predictor for fact retrieval speed. Limitations and implications for future research are described.

In this study, a quasi-experimental design was employed to ascertain the effect of the metacognitive instruction approach on primary school students mathematical performance in Kogi State. A total of seventy-two students with an age range of 7 – 11 years and a mean age of (M=9.12), (SD= 1.22) participated in the study. The participants were grouped into two and were subjected to a pre-test and post-test study. Mean, and standard deviation scores were used, and an independent t-test analysis conducted on the data established a statistically significant difference between the groups, MD = 11.54 (95% CI, 7.91 to 15.14), t (70) = 6.313, p = .001. Thus, the result supported the studys hypothesis. It was concluded that metacognition is effective in enhancing students mathematics performance. The studyrecommends that teachers be regularly trained on the use of the metacognitive approach in the classroom.

Single-case research design is a useful methodology for evaluating the presence of a functional relation between an intervention and the mathematical performance of students with a learning disability. However, a functional relation cannot be established with threats to internal validity of the design. External validity is impacted if researchers do not clearly describe their methods so that others may replicate them. Therefore, single-case researchers must maximize the internal and external validity of their investigations. We provide a commentary on investigations published in Learning Disability Quarterly that implemented a mathematics intervention for students with a mathematics learning disability. We will highlight specific features of single-case designs within the review and provide recommendations for the field.

Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This stu...

ispartof: LEARNING AND INDIVIDUAL DIFFERENCES vol:102 status: published

Aim Math skill is a basic need for an individual, as a career prospect. However, little is known about early brain processes of arithmetic between individuals with different math skill. Therefore, we questioned the modulation of the amplitude of an early negative component by math skill level in an arithmetic verification paradigm using event‐related potential (ERP). Methods Thirty‐six right‐handed participants were assigned in two groups of high‐ and low‐performing students. Their electroencephalogram was recorded while they completed an arithmetic verification task. Simple arithmetic operands were made by random digits from 1 to 9. Addition and subtraction operations were equally used in correct and incorrect responses. The accuracy scores, reaction times, and peak amplitude of the negativity in 200‐400 ms time window were analyzed. Results The high‐performing group showed significantly higher response speeds, and they were more accurate than the low‐performing group. The group × region interaction effect was significant. The high‐performing group showed a significantly greater negativity, particularly in parietal region, while the low‐performing group showed a significantly deeper negativity in frontal and prefrontal region. In the low‐performing group, there were significant peak amplitude differences between the anterior and posterior areas. However, such differences were not detected in the high‐performing group. Conclusion Students with different mathematical performance showed distinct patterns in early processing of arithmetic verification, as reflected by differences in negativity at 200‐400 ms at anterior and posterior. This suggests that ERPs could be used to differentiate math mastery at neural level which is beneficial in educational and clinical contexts., Students with different mathematical performance showed distinct patterns in early processing of arithmetic verification, as reflected by differences in negativity at 200‐400 nonbreakingspacems at anterior and posterior.

Students rarely reflect on mathematics. Reflection requires higher order cognition that has proven difficult to teach. Much of the literature in mathematics learning has highlighted the significance of reflection without, however, offering much enlightenment on the current research status of students' reflection within mathematical situations. In this study, a wide range of academic literature associated with students' reflection within mathematical situations is reviewed. Three important aspects then emerge from the literature review: how to operationally define, individually facilitate, and analyze students' reflection within mathematical situations. Based on the three emerging important aspects, it would be worthwhile for future studies to develop an operational definition of reflection in mathematics learning, to research how students' reflection relates to their cognition and metacognition within mathematical situations, to invent individual reflective strategies in mathematics learning and to investigate the effect of such strategies on their mathematical performance, to devise techniques to analyze students' reflective behaviors within mathematical situations, and to explore the extent to which students' reflection could be promoted in mathematics learning. It is hoped that this article will develop ideas for future practice and research on students' reflection within mathematical situations about students' reflection and the role it plays in mathematics learning.

Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create spurious associations between arithmetic operations and the numbers they combine; when conceptual knowledge is absent, these spurious associations contribute to the implausible answers, flawed strategies, and violations of principles characteristic of children's mathematics in many areas. To illustrate mechanisms that create flawed strategies in some areas but not others, we contrast computer simulations of fraction and whole number arithmetic. Most of their mechanisms are similar, but the model of fraction arithmetic lacks conceptual knowledge that precludes strategies that violate basic mathematical principles. Presentingbalanced problem distributions and inculcating conceptual knowledge for distinguishing flawed from legitimate strategies are promising means for improving children's learning.

This article is an approach to some viewpoints about interactions between domain-specific and general cognitive tools involved in the development of mathematical competence. Many studies report positive correlations between the acuity of the numerical approximation system and formal mathematical performance, while another important group of investigations have found no evidence of a direct connection between non-symbolic and symbolic numerical representations. The challenge for future research will be to focus on correlations and possible causalities between non-symbolic and symbolic arithmetic skills and general domain cognitive skills in order to identify stable precursors of mathematical competence.

EnglishThere is evidence that has related the ability of numerical estimation to mathematical performance. However, it is observed that the results brought by studies in this area are still inconsistent and, often, contradictory. Thus, the present study aims to understand the development of number Estimation of Discrete Quantities (ENQ), in students from the 2nd to the 6th school. A quantitative cross-sectional study was carried out to observe possible levels of development of the ability to make estimations. The results were obtained from the calculation of the relative precision, based on a Number Estimation of Quantities Test (TENQ), and indicated different levels of development for each situation presented in the tasks. It was concluded that the number estimate is developed in children, through different levels of accuracy. Due to this result, it was suggested that the number estimation of quantities to be a skill that can be developed and improved throughout life. portuguesHa um conjunto de evidencias que tem relacionado a habilidade de realizar estimativa numerica ao desempenho matematico. Entretanto, observa-se que os resultados trazidos por estudos desta area sao ainda inconsistentes e, muitas vezes, contraditorios. Nesta perspectiva, este estudo tem como objetivo caracterizar o desenvolvimento da estimativa numerica de quantidades discretas em estudantes do 2o ao 6o ano escolar. Foi realizado um estudo transversal quantitativo, com objetivo de observar possiveis niveis de desenvolvimento da habilidade de realizar estimativas. Os resultados foram obtidos a partir do calculo da precisao relativa, a partir de um Teste de Estimativa Numerica de Quantidades (TENQ), e indicaram diferentes niveis de desenvolvimento para cada situacao apresentada nas tarefas. Concluiu-se que a estimativa numerica e desenvolvida em criancas, passando por diferentes niveis de precisao. A partir disso, sugere-se que a estimativa numerica de quantidades seja uma habilidade que pode ser desenvolvida e aprimorada ao longo de toda a vida.

While there are several studies analysing how mathematics education is portrayed in news media discourses, there has been little examination of the construction of different stakeholders (e.g. teachers, parents, curricula). In this paper, we report our analysis of a corpus of Canadian newspaper reports on mathematics education, focusing on the underlying construction of different stakeholders. Drawing on Foucault’s notion of regimes of truth, we show how news media construct a “truth” that portrays different stakeholders as either actors or acted-ons working for or against individual or national mathematical performance. We explain these findings with reference to the general media framing of mathematics education in the corpus.

The study explored the mediating effect of number sense between nonverbal intelligence and children’s mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children’s mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children’s mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children’s mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children’s number sense in order to improve children’s mathematical ability.

Mathematics anxiety is one of the influential factors on students’ mathematical performance as a negative relationship between students’ mathematics anxiety and mathematical performances has been f...

This article’s aim is to present a mapping of Brazilian scientific production, from theses and dissertations which contemplated the Mathematics language. To these researches of data survey were considered the productions available in Theses and Dissertations Catalog of Capes (Coordination for the Improvement of Higher Education Personnel) and in Brazilian Digital Library of Theses and Dissertations – BDTD. The methodological orientation follows the assumptions of qualitative research and consisted in the identifying, classification, organization and analysis of productions. This process resulted in 21 productions that were, carefully, classified and analyzed according to their proximity relationships. Then it was evidenced that Mathematics language in the school context has been approached as: a didactic resource to communicate mathematics ideas through Literature; as well as revealing the role of language in communicating concepts; and as a didactic pedagogical focus on Digital Mathematical Performance.

General cognitive and specific numerical abilities that underlay mathematical performance have been heavily investigated among hearing students; however, the inquiry has rarely been applied to students who are deaf or hard-of-hearing (d/Dhh). We examined whether general cognitive abilities (i.e. nonverbal IQ, processing speed, and spatial ability) and specific numerical abilities (i.e. symbolic and non-symbolic numerical magnitude processing) are related to mathematics achievement in 198 d/Dhh students in Grades 3 to 9. The results of our regression models indicated that, the three general cognitive abilities independently explained the variance in mathematics achievement when entered in one step; and spatial ability and processing speed had an independent contribution to mathematics achievement in the presence of the specific numerical abilities. The specific numerical abilities independently explained the variance in mathematics achievement when entered in one step; however, none of them had an independent contribution to mathematics achievement in the presence of the general cognitive abilities. These findings suggested that mathematics achievement in d/Dhh students depended more on general cognitive abilities, such as spatial ability and processing speed, than on specific numerical abilities.

La tecnología es parte integral del proceso educativo, por lo que es necesario conocer sus efectos sobre el rendimiento y la actitud hacia las matemáticas de los estudiantes. El presente estudio procuró determinar si existe una diferencia significativa de desempeño matemático y de actitud hacia las matemáticas entre un grupo en el que se utilizó la clase invertida con el uso de recursos tecnológicos y uno en el que se utilizó la clase tradicional. Participaron 38 estudiantes del segundo año de Bachillerato en Ciencias y Humanidades en una escuela privada en Honduras, durante el curso escolar 2018-2019. La investigación fue de tipo cuantitativa, con un diseño cuasiexperimental. Se utilizó la prueba estadística no paramétrica U de Mann Whitney para dos muestras independientes. Se encontró un efecto positivo al aplicar la clase invertida con el uso de recursos tecnológicos sobre el rendimiento académico y sobre la actitud hacia las matemáticas en sus cuatro dimensiones: valor, autoconfianza, disfrute y motivación.

This study was conducted to answer the question, "What is the description of the mathematical critical thinking ability of middle school students in Tidore city based on gender and background?". This question is essential to answer because it is motivated by the mathematical performance of students in Tidore is low nationally and is reinforced by the results of the 2015 and 2018 PISA and OECD surveys. Gender is used as a distinguishing factor because this factor is still culturally rooted in this area and affects the role of society in life socially. Tidore comprises three significant communities, namely coastal, urban, and mountainous communities, each of which has a unique pattern of social life. Therefore, researchers also use "background" as a distinguishing factor. Data collection was carried out in three schools representing the three communities using a questionnaire, math problems (arithmetic, geometry, algebra), and semi-structured interviews on two subjects (male and female) in each location. The results of the analysis show, based on gender and background the ability of students to think critically mathematically are categorized as sufficient (close to less) with a mathematical critical thinking (MCT) achievement ratio of 0.27. Male subjects had an achievement ratio of 0.3 (sufficient) higher than female subjects of 0.24 (insufficient). Based on the background subjects from urban areas had the highest MCT achievement ratio of 0.49 (sufficient) while the subject achievement ratio of the coast and mountains were 0.17 (insufficient) and 0.15 (insufficient), respectively.

Purpose The purpose of this paper is to design a quadrotor with collective morphing using the simultaneous perturbation stochastic approximation (SPSA) optimization algorithm. Design/methodology/approach Quadrotor design is made by using Solidworks drawing program and some mathematical performance relations. Modelling and simulation are performed in Matlab/Simulink program by using the state space model approaches with the parameters mostly taken from Solidworks. Proportional integral derivative (PID) approach is used as control technique. Morphing amount and the best PID coefficients are determined by using SPSA algorithm. Findings By using SPSA algorithm, the amount of morphing and the best PID coefficients are determined, and the quadrotor longitudinal and lateral flights are made most stable via morphing. Research limitations/implications It takes quite a long time to model the quadrotor in Solidworks and Matlab/Simulink with the state space model and using the SPSA algorithm. However, this situation is overcome with the proposed model. Practical implications Optimization with SPSA is very useful in determining the amount of morphing and PID coefficients for quadrotors. Social implications SPSA optimization method is useful in terms of cost, time and practicality. Originality/value It is released to improve performance with morphing, to determine morphing rate with SPSA algorithm and to determine PID coefficients accordingly.

Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-...

espanolDiferentes estudios muestran como el factor genero es una variable que incide en el rendimiento matematico. El presente articulo indaga sobre la existencia y evolucion de una brecha de genero en el aprendizaje de las matematicas en Espana, con base a los resultados de la evaluacion del Programa Internacional para la Evaluacion de Estudiantes (PISA) en todas sus ediciones. Se valora tambien la competencia matematica de los alumnos espanoles, sin diferencia de genero. Se ha realizado una revision bibliografica de los ultimos 30 anos y un analisis multisectorial de los datos suministrados por los informes PISA. En el historico los resultados destacan un mejor desempeno por competencias en estudiantes del genero masculino. Por otra parte, los hallazgos mas actuales indican una notable mejoria en el rendimiento matematico por parte de los espanoles, en este caso, sin distincion de genero. Se concluye en la necesidad de profundizar en la comprension del autoconcepto interno e ir mas alla de las propias construcciones sociales para disminuir las brechas entre los diferentes generos en las pruebas referidas. EnglishDifferent studies show how the gender factor is a variable that affects mathematical performance. This article investigates the existence and evolution of a gender gap in mathematics learning in Spain, based on the results of the evaluation of the Programme for International Student Assessment (PISA) in all its editions. The mathematical competence of Spanish students is also assessed, without any gender difference. A literature review of the last 30 years and a multisectoral analysis of the data provided by the PISA reports have been carried out. In the historical record the results highlight a better performance by competence in students of the male gender. On the other hand, the most current findings indicate a remarkable improvement in mathematical performance by Spaniards, in this case, without distinction of gender. It is concluded in the need to deepen the understanding of the internal self-concept and to go beyond the own social constructions to diminish the gaps between the different genders in the referred tests.

The present study investigated the use of mobile learning on students' (with different initial mathematical performance), understanding in geometry. The sample of the study was consisted of 162 5th grade students at secondary education (16-17 years old) who were divided into experimental and control group. For the mobile learning the Euclidea app was installed by the experimental group in their smart phones and it was used at the teaching of specific geometrical concepts. Emphasis was given on students’ experiences. Although there were not any statistically significant differences between the two main groups concerning their performance, further analyses of the characteristics of the experimental group indicated that the mobile learning method was more efficient for students with low or medium performance than those with high initial performance on mathematics, highlighting that there is not any “ideal” method in the teaching of mathematics, however there are differentiation derived by inter-individual differences. Implications about the use of mobile learning in mathematics education are discussed, as the use of short term intervention programs cannot fulfil the goals of changing significantly the mathematical performance.

The goal of the present study is to investigate the impact of procedural and conceptual teaching on students' mathematical performance over time. For this purpose, implicit differentiation and inte...

Studies have indicated that early literacy (EL) and early numeracy (EN) competencies are strong predictors of later mathematical performance in school. Data from IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019, together with comprehensive exploration of regional similarities and differences between education systems, confirm that students’ preschool EL and EN competencies are important predictors of mathematics achievement among grade four students from the Dinaric region. This applies for all content domains specified in the TIMSS 2019 mathematics framework: numbers, measurement and geometry, and data. Although TIMSS 2019 parental reports for the different EL and EN tasks varied considerably across the region, children in the Dinaric region who could recognize letters, write numbers, or count independently before starting school tended to achieve higher scores on the mathematics tasks in TIMSS 2019. This confirms that EL and EN skills have a strong relationship with later school outcomes in mathematics. Recognition of these findings could provide the basis for changes in the preschool curriculum and further development of programs for parents/guardians on numeracy development. [https://link.springer.com/chapter/10.1007%2F978-3-030-85802-5_5]

INTRODUCTION: Developmental dyscalculia (DD) deals with impaired mathematical performance and affects the educational and day-to-day activities of children. There is evidence that transcranial direct current stimulation (tDCS) applied to the posterior parietal cortex facilitates the hypoactive neuronal structure and improves mathematical performance in individuals with DD. OBJECTIVE: The objective of this study is to investigate whether tDCS adjuvant with conventional numeracy training (CNT) would enhance the mathematical abilities of school-going children affected with DD. MATERIALS AND METHODS: Thirteen school-going children affected with DD received tDCS and CNT three sessions per week for up to 2 consecutive weeks. Left anodal and right cathodal stimulation at P3/P4 region with 2mA intensity combined with CNT for 30 minutes in a day was given. Learning disability diagnostic inventory (LDDI) was used as an outcome measure and collected at baseline and the end of the 2-week intervention. RESULTS: There was a significant improvement in the mathematical performance of school-going children. The results show statistically as well as a clinically significant improvement after the 2 weeks of intervention. CONCLUSIONS: tDCS combined with CNT is effective for improving the mathematical abilities of school-going children affected with DD. The findings of this study provide a new perspective for the rehabilitation of school-going DD children.

This Paper presents the validation studies results of an engine mathematical performance model identification for flight management system trajectory prediction and optimization applications. The m...

هدفت الدراسة إلى بحث فعالیة البرمجیــات التشارکیة عبر الویب فی تنمیــة بعـض المهارات الریاضیةلدى طلاب المرحلة الثانویة، وقد أجریت الدراسة على عینة قوامها (60) طالبة قسمت إلى مجموعتین أحدهما تجریبیة وعددها (30) طالبة، والأخرى ضابطة وعددها (30) طالبة، وتضمنت أدوات القیاس؛ اختبار تحصیلی لقیاس الجوانب المعرفیة للمهارات ، وبطاقة ملاحظة لقیاس الجانب الأدائی للمهارات الریاضیة لوحدة الأسس واللوغاریتمات، واستخدمت الباحثة من حزمة البرامج الإحصائیة (SPSS) لتحلیل النتائج؛ اختبار (ت)(Independent Samples Test) لمقارنة متوسطات الدرجات ومعدل الأداء بین التطبیق البعدی والقبلی فى الاختبار التحصیلی وبطاقة ملاحظة الأداء للمجموعة الواحدة، واختبار (ت) (Paired Samples Test) لمقارنة متوسطات الدرجات ومعدل الأداء فى الاختبار التحصیلى وبطاقة ملاحظة الأداء لدى طلاب المجموعتین قبلیا وبعدیا ، وتوصل البحث إلى أن الطلاب الذین استخدموا البرمجیــات التشارکیة عبر الویب أفضل فی التحصیل للجانب المعرفی والأداء للجانب الأدائی للمهارات الریاضیة لوحدة الأسس واللوغاریتماتمن الطلاب الذین درسوا بالطریقة المعتادة. Abstract: The study aimed to investigate the effectiveness of collaborative applications via web in developing some mathematical skills of secondary school students,The study was conducted on a sample of (60) students divided into two groups, one experimental and one control, one experimental (30) students, the other a student (30), Measurement tools included: an achievement test to measure the cognitive aspects of skills, and a note Card performance to measure the mathematical performance of the power and logarithms unit, The researcher used (SPSS) to analyze the results; Independent Samples Test (t) to compare the average scores and the performance rate between the experimental and control in the post achievement test and the performance rate for the groups ,And Pired Samples Test (T) to compare the average scores and the performance rate in the achievement test and the performance rate for the students of pre and post test to experimental group,The research found that students who used participatory software across the web were better at gaining the cognitive and mathematical aspects of the unit of power and logarithms than students who studied in the usual way.

The benefits of engaging students in mathematics classroom dialogue have been highlighted (and advocated) in a large body of research studies, most of which were conducted in Western cultural contexts. Whether such research advocacy can be extended legitimately to encompass practice in classrooms situated in other cultural contexts, such as East Asian classrooms, remains a matter for empirical investigation. In this paper, we problematize the assumptions underpinning this advocacy of “mathematical dialogue in classrooms” by revisiting several conceptualizations of the role of language in mathematics classrooms and by considering particular forms of communication in classrooms often undervalued in the research literature. To support such problematization, we draw upon an analysis of classroom discourse in nine classrooms situated in Shanghai, Seoul, and Melbourne from the Learner’s Perspective Study. The results of the analysis demonstrate some interesting variations in the extent to which the discursive practice of each classroom afforded or constrained the opportunities for students to speak mathematically, and its consequences for student learning as indicated by student mathematical fluency demonstrated in the post-lesson interviews. Such variations provide insight into the differences in inspirations and cultural values attached to particular types of mathematical performance. We argue that our theories should anticipate application in culturally differentiated settings and be sensitive to the constraints and affordance that culture might place on classroom discourse practices.

The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem-solving performance. Among 260 first-grade students, classified as at-risk (AR) or not-at-risk (NAR) for math disability, we compared the performance of LEP students with native-English-speaking peers. A series of two-way ANOVAs were conducted on computation and word-problem-solving skills at two time points, fall and spring of first grade. On fall computation measures, there was no main effect for LEP status and no interaction between LEP and risk status. On spring computation, a main effect for LEP status had emerged, but again no interaction. By contrast, on fall word-problem solving, there was an interaction between LEP and risk status; however, this interaction was no longer significant by spring. Results suggest that language proficiency is an important factor in the development of computation and word-problem-solving skill. Implications for future research are discussed.

Several studies have shown that spatial skills can be improved and are linked to mathematical reasoning . However, there are few studies that have evaluated the effect of Mental Rotation (MR) training on mathematical performance in children aged 6–8 years. One of the studies has shown a transfer towards a mathematical task, while the other has failed to demonstrate it. The present study investigated with children in 2nd grade of Primary Education the effect of training on MR, with 450 trials distributed across three sessions, as well as on mathematical competence . The results showed an improvement in this spatial skill in the experimental group in relation to the control (η p2 = 0.10). There were no differences between sexes in MR before training, and the increase was significantly higher in boys, when intelligence was controlled. Without controlling intelligence, both sexes improved at the same rate. These results are consistent with two parallel studies that were carried out with preschool and secondary school students. The MR training did not produce any improvement in mathematical ability .

Traditionally, mathematical anxiety has been utilized as a unidimensional construct. However, math-specific anxiety may have distinguishable factors, and taking these factors into account may better illuminate the relationship between anxiety and mathematics performance. Drawing from the Western Reserve Reading and Math Project (N = 244 children, mean age = 12.28 years), the present study examined math-specific anxiety and mathematics problem evaluation, utilizing a structural equation modeling approach with an item-level measurement model structure. Results suggested math-specific anxiety tapped into three factors: anxiety about performing mathematical calculations, anxiety about math in classroom situations, and anxiety about math tests. Among the three math anxiety factors, only calculation anxiety was significantly and negatively related to math performance while holding other anxiety factors constant. Implications for the measurement of math-specific anxiety are discussed.

Developing mathematical proficiency is one of the central goals in elementary school. Although there is an extensive literature on learning mathematics in general, longitudinal research on students’ mathematical skill development in a second language classroom is scarce. The present study focuses on mathematics achievement in elementary school and investigates the effects of taking part in a partial one-way immersion program (most subjects are taught in the second language English) on the development of mathematical achievement among children with a majority language (German) background. N = 590 children educated in an immersion or a conventional L1 program participated in the study. Every year from grade one up to grade four students were assessed with standardized mathematics tests. Results of latent growth curve modeling indicate statistically significant group differences already regarding the initial performance level. More importantly, immersion students’ mathematical performance showed a greater and faster increase than conventionally schooled students. Results are discussed against the background of Cummins threshold hypothesis.

Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.

This study is intended to examine the correlation between working memory of students and their academic performance in Mathematics. Specifically, it was aimed to determine the degree of relationship between working memory capacity and academic achievement of students in mathematics studying at secondary school. A sample of 800 students studying in grade 10 was randomly selected from forty government and private secondary schools (girls and boys) situated in Hazara division, Khyber Pakhtunkhwa, Pakistan. Both Urdu and English mediums of instruction schools were included in the sample. The researcher used digits span backwards test (DSBT) to find out the working memory capacity of the students associated with their academic performance in mathematics. This study revealed that girls have outperformed boys very markedly in examination scores of mathematics at secondary level. Contrarily, boys have performed well in working memory capacity than girls at the secondary level. However a very small gender difference is observed in this study. It is also noticed that private secondary schools showed higher performance in examination scores of mathematics and in working memory capacity than government secondary schoolsl.

Background Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims The current research aims to explore the relationship between verbal and visuospatial WM with mathematical abilities, and how this relationship is moderated by age and math domains. We also wonder whether the results would change when we use several tests for each component and use a latent variable approach for more reliable measurement. Sample 131 first graders and 144 fifth graders from a primary school in Hangzhou, Zhejiang province, China, participated our research. Methods All participants completed three verbal and three visuospatial WM tasks, mathematics tests, and fluid intelligence test. Hierarchical multiple regression analysis was used to examine the pattern of relations among these constructs. Results The results of hierarchical multiple regression analysis showed that verbal WM significantly predicted mathematics achievement for fifth graders, while failed for first graders. However, visuospatial WM played a substantive role in both graders' mathematical performance. The different role of the two WM components also depend on various fields of mathematics. Conclusion Our results indicated the distinct influence of verbal and visuospatial WM on primary school students' mathematical abilities and highlighted the developmental and domain-specific effects of WM on mathematics.

Most studies suggest that home numeracy is correlated with preschool children’s current mathematical performance, and also predicts their mathematical performance longitudinally. However, this finding is not universal, and some studies do not suggest a close relationship between home numeracy and preschoolers’ mathematical development. There are several possible reasons for the discrepant findings, including the exact nature of numeracy activities provided, and possible unreliability of parental reports of home numeracy. However, parental attitudes might also lead to differing results: because attitudes might influence actual home numeracy provision or the ways in which it is reported; because parental attitudes and beliefs might be transmitted intergenerationally; and because parental mathematics anxiety may interact with home numeracy activities to create early negative emotional associations about mathematics, as some research suggests to be the case with regard to school-age children. There has been a significant amount of research in the first two of these areas, but very little in the third area with regard to preschoolers. It should be seen as an important area for further research.

The goal of every teacher is to make every learner understand and apply the lessons learned from the class, but, this goal may not be met if students themselves find it hard to understand the lessons in Mathematics. One of the ways to help the learners achieve success in learning is through the use of a strategic intervention material. Thus, this study aimed to determine the effectiveness of the Strategic Intervention Material (SIM) in Integrated Mathematics 9 on Positive, Zero, and Negative Integral Exponents. It described further the significant difference on the level of performance of the seventy-seven (77) Grade 9 students under the two groups (control and experimental) in the pre and post-test. T-test was employed to test significant difference in the test results and the groups where they belong. It was concluded in the study that the strategic intervention materials gave a positive impact in mastering the least-learned competency identified as reflected in the post-test results of the two groups. Thus, the school may conduct training, programs and activities that will enhance more the skills of the teachers in crafting strategic intervention materials to aid the students’ needs most especially on mastering the least learned competencies.

Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

Background & aims In recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process. Methods An adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives. Results The results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant. Conclusions The teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction. Implications Each study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts.

Teaching mathematics and improving mathematics competence are pending subjects within our educational system. The PEIM (Programa Evolutivo Instruccional para Matemáticas), a constructivist intervention program for the improvement of mathematical performance, affects the different agents involved in math learning, guaranteeing a significant improvement in students’ performance. The program is based on the following pillars: (a) students become the main agents of their learning by constructing their own knowledge; (b) the teacher must be the guide to facilitate and guarantee such a construction by being a great connoisseur of the fundamental aspects of the development of the child’s mathematical thinking; (c) the mathematical contents must be sequenced in terms of the complexity and significance for the student as well as contextualized at all times; and (d) the classroom must have a constructivist climate highlighting cooperative work among students. The implementation of PEIM along with the empirical evaluation conducted in several centers in Madrid and Zaragoza (Spain) confirm how students improve their mathematical competence. Both first- and second-grade students in elementary education were far more effective in solving problems, highlighting the use of more advanced strategies in their resolution and a lower incidence of conceptual errors. Moreover, it was possible to verify how the students proving greater difficulty, experienced an evolution in learning similarly to those who did not present it. The program provides customized education to allow the teacher to know at all times how he should be more influential on the students’ learning through mathematical profiles. Both teaching practice and teachers were observed, being that of the experimental group more prone to analyzing processes and allowing the construction of knowledge by students, due to their psycho-developmental training. As a result, we found several improvements through the implementation of the program that may serve, for upcoming years, as a basis for the necessary changes in the teaching of mathematics.

Educational success in Germany is—compared to many other countries—strongly determined by social background. Therefore, teachers and education systems need to consider these social disparities. Naturally differentiating tasks may help to create learning environments, where students themselves decide on the difficulty of their approach and benefit from on their individual level. Especially mathematical modelling tasks have a strong potential considering their authentic use of extra-mathematical content. Still, there seem to be different patterns of action in modelling among students of different social backgrounds. The aim of this pilot study of the project Diversity in Modelling (DiMo+) is to analyse individual characteristics of 15-year-old students in terms of social background and show how their handling of modelling tasks differs. This chapter presents the operationalization of social background and first video analyses.

Working Memory (WM) plays a crucial role in supporting children’s mathematical learning. However, there is no consensus on the relative contributions of different WM domains (i.e., verbal, visuo-spatial, and numerical–verbal) and processes (i.e., low-control and high-control) to mathematical performance, specifically before and after the onset of formal education. This cross-sectional study examined the relations between WM domains and processes and early mathematical knowledge, comparing a group of children in the second year of preschool (N = 66) to a group of first graders (N = 110). Results of multigroup path analysis showed that whereas visuo-spatial low-control WM significantly predicted early mathematical knowledge only among preschoolers, verbal low-control WM was a significant predictor only among first graders. Instead, the contribution of visuo-spatial high-control WM emerged as significant for both age groups, as well as that of numerical–verbal WM, although the latter to a greater extent among preschoolers. These findings provide new insights into the WM domains and processes most involved in early mathematical knowledge at different developmental stages, with potential implications for the implementation of age-appropriate training interventions targeting specific WM skills before and after the onset of formal education.

The stable convergence and efficiency of reliability-based design optimization (RBDO) using performance measure approach (PMA) are the major issue to develop the reliability methods based on modified chaos control (MCC), hybrid chaos control (HCC) and finite-step length adjustment (FSL). However, these methods may be inefficient for RBDO problems with convex and concave probabilistic constraints. In this paper, an adaptive modified chaos control (AMC) is proposed to provide the robust and efficient results in RBDO. The proposed AMC is adjusted using dynamical chaos control factor, which is extracted using sufficient descent condition for PMA. Using sufficient criterion, the proposed AMC is adaptively combined with advanced mean value (AMV) to improve the performance of PMA, named as hybrid adaptive modified chaos control (HAMC). Considering the robustness and efficiency, the proposed HAMC is compared with several existing reliability methods by three nonlinear structural/mathematical performance functions and two RBDO problems. The results indicate that the proposed HAMC with sufficient descent condition provides superior convergences in terms of both robustness and efficiency, compared to existing PMA methods using AMV, MCC, HCC and FSL.