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Many proton-conducting oxides are refractory, making it difficult to fabricate dense electrolyte membranes for electrochemical devices. The use of a sintering additive is a common strategy, although it often has a negative effect on proton transport. We found that the addition of ZnO (2 and 4 mol%) successfully contributes to densification of SrHf 0.8 Sc 0.2 O 3-δ ceramics at 1450 °C without negative consequences for the ionic transport. The chemical stability of the materials, high levels of hydration and proton conductivity were confirmed. ZnO is partially (less than 0.3 mol%) incorporated into the crystal lattice of the perovskite and partially accumulates at grain boundaries gradually volatilizing during high-temperature treatments. As a result, ZnO sintering additive does not influence the bulk and specific grain-boundary conductivities, ionic transference numbers and hydration ability, maintaining the excellent electrolytic properties of SrHf 0.8 Sc 0.2 O 3-δ ceramics. [ABSTRACT FROM AUTHOR]

Results revealed moderate levels of math anxiety among learners, with the highest anxiety associated with practical, real-world mathematical tasks. Self-efficacy levels were generally low, particularly in learners' perceptions of their overall mathematical abilities compared to peers. However, academic performance showed a positive trend, with 71% of learners performing at or above the "Advancing Proficiency" level. Surprisingly, correlational analysis found no significant relationship between mathematics anxiety and academic performance, nor between self-efficacy and academic performance. This suggests that other factors may play a more crucial role in determining academic outcomes in mathematics. The findings highlight the need for contextualized interventions to address math anxiety and boost self-efficacy, particularly in practical applications of mathematics. Recommendations include enhancing self-efficacy through contextualized interventions, improving teaching strategies, creating supportive classroom environments, and regularly monitoring learners' self-efficacy and performance to provide personalized support. This research contributes to the understanding of psychological factors affecting mathematics education in the Philippine context. It emphasizes the importance of addressing both cognitive and affective aspects of learning to improve mathematics education outcomes. Future studies could explore additional factors influencing academic performance and investigate the effectiveness of specific interventions aimed at reducing math anxiety and enhancing self-efficacy in mathematics education. [ABSTRACT FROM AUTHOR]

As they become more common, automated systems are also becoming increasingly opaque, challenging their users' abilities to explain and interpret their outputs. In this study, we test the predictions of fuzzy-trace theory—a leading theory of how people interpret quantitative information—on user decision making after interacting with an online decision aid. We recruited a sample of 205 online crowdworkers and asked them to use a system that was designed to detect URLs that were part of coordinated misinformation campaigns. We examined how user endorsements of system interpretability covaried with performance on this coordinated misinformation detection task and found that subjects who endorsed system interpretability displayed enhanced discernment. This interpretability was, in turn, associated with both objective mathematical ability and mathematical self-confidence. Beyond these individual differences, we evaluated the impact of a theoretically motivated intervention that was designed to promote sensemaking of system output. Participants provided with a "gist" version of system output, expressing the bottom-line meaning of that output, were better able to identify URLs that might have been part of a coordinated misinformation campaign, compared to users given the same information presented as verbatim quantitative metrics. This work highlights the importance of enabling users to grasp the essential, gist meaning of the information they receive from automated systems, which benefits users regardless of individual differences. [ABSTRACT FROM AUTHOR]

Subitizing is the ability to appraise a number of small quantities (up to four) rapidly and precisely. This system, however, can be impaired by distractors presented along with targets to be enumerated. To better understand whether this limitation arises in perceptual circuits or in the response selection stage, we investigated whether subitizing can endure in simultaneous comparison tasks. Participants were asked to compare the number of dots in two sets on the left and right sides of the screen, presented either simultaneously or sequentially. For comparing within the numerosity range (6–32 dots), both the error rate and reaction time increased steadily as the ratio between the two numbers compared approached "1." Namely, a phenomenon labeled the ratio effect was revealed. For comparison with small numbers (<5), the sequential comparison task was errorless despite the ratio, suggesting the feature of subitizing. Individual efficiency (measured by the inverse efficiency score [IES]) did not correlate between number ranges in sequential comparison, suggesting that distinct mechanisms were involved. However, we found that in simultaneous tasks, error rate and efficiency showed an increase as the ratios of the two numbers compared approached "1." This is similar to the ratio effect revealed in the comparison for moderate numbers. Individual efficiency within these two ranges correlated, indicating that the enumeration within these two ranges was based on a single mechanism. These results suggest that subitizing cannot process sets in parallel, and numerosity takes the job whenever subitizing fails. [ABSTRACT FROM AUTHOR]

This study investigates the critical transition from secondary to tertiary mathematics education, focusing on students’ challenges and the impact of curriculum reforms in Sweden. Through an analysis of diagnostic test scores and admission data from Umeå University over the period 2006–2021, we examine the evolving mathematical competencies of incoming engineering students and the broader implications of these shifts for educational policy and student preparedness for higher education. Our findings indicate a significant improvement in students’ mathematical readiness in the latter years of the study, correlating with the implementation of curriculum changes and variations in admission statistics. This research documents the positive outcomes of these educational reforms on student preparedness. It places these findings within a global context, highlighting the universal challenges and responses in mathematics education transitions. The study underscores the complex dynamics of the secondary-tertiary transition and provides valuable insights into the specific mathematical areas where students have shown varying degrees of improvement. [ABSTRACT FROM AUTHOR]

The present work investigates whether financial abilities can be associated with numerical abilities and with general cognitive abilities. We compared performance on numerical and financial tests, and on tests routinely used to measure general cognitive performance, in healthy controls and in a group of people with heterogeneous pathological conditions including mild cognitive impairment, amyotrophic lateral sclerosis, traumatic brain injury, and schizophrenia. Patients showed lower performances in both numerical and financial abilities compared to controls. Numerical and financial skills were positively correlated in both groups, but they correlated poorly with measures of general cognitive functioning. Crucially, only basic financial tasks -such as counting currencies- but not advanced ones -like financial judgments- were associated with numerical or general cognitive functioning in logistic regression analyses. Conversely, advanced financial abilities, but not basic ones, were associated with abstract reasoning. At a qualitative analysis, we found that deficits in numerical and financial abilities might double dissociate. Similarly, we observed double dissociations between difficulties in financial abilities and cognitive deficits. In conclusion, financial abilities may be independent of numerical skills, and financial deficits are not always related to the presence of cognitive difficulties. These findings are important for both clinical and legal practice. [ABSTRACT FROM AUTHOR]

This study aimed to use MTB-Task Cards to remediate the learning gaps in Grade 7 mathematics, ultimately leading to the creation of a handbook for developing, producing, and utilizing these cards. It investigated the least mastered learning competencies based on MELCs for the first and second quarters of the 2023-2024 school year, assessed students' performance before and after the implementation of MTB-Task Cards, and determined the mean gain performance. The study also examined whether there was a significant difference between actual accomplishment and the target level of mastery after implementing the MTB-Task Cards. Employing a quasi-experimental design, the research utilized pre-test and post-test evaluations to measure the intervention's impact on a non-random group of 135 Grade 7 students at Emilio V. Quizon National High School. Data were gathered through a researcher-made test and validated MTB-Task Cards, focusing on competencies students struggled with the most. Findings revealed substantial improvements in mathematical competencies such as fundamental operations on integers, estimating square roots, and evaluating algebraic expressions. Students' performance levels increased significantly post-intervention, with mastery levels exceeding 80% in the second quarter, indicating the effectiveness of MTB-Task Cards. The analysis showed a significant difference between actual accomplishment and the target mastery level, with a p-value of 0.000. The study proposed a handbook outlining rules and guidelines for the development, production, and utilization of MTB-Task Cards, emphasizing the importance of standardization, curriculum alignment, quality production, and effective classroom use. Recommendations included continuous monitoring of student progress, professional development for educators, innovative engagement strategies, and ongoing research to enhance the instructional efficacy of MTB-Task Cards. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous research has demonstrated a link between children’s ability to name canonical finger configurations and their mathematical abilities. This study aimed to investigate the nature of this association, specifically exploring whether the relationship is skill and handshape specific and identifying the underlying mechanisms involved. Five-year-old children in Spain (N = 143) were assessed on their ability to name canonical finger configurations and analogous representations (buildings on a hill), alongside a range of mathematical skills (counting, knowledge of the verbal count sequence, single-digit arithmetic, and subitizing). Findings indicated that five-year-olds only recognize single-hand canonical finger configurations as summary symbols, processing them holistically. However, no direct association was found between the ability to recognize these configurations and the assessed mathematical skills. Notably, only the ability to name finger configurations corresponding to larger numbers (requiring enumeration) was associated with children’s arithmetic skills, suggesting that these configurations elicit combinatorial processes that are handshape specific. The implications of these findings for cognitive development and mathematical assessment are discussed, highlighting the potential for finger configurations as a tool for fostering mathematical understanding and the need for further exploration of their cognitive underpinnings. [ABSTRACT FROM AUTHOR]

Mathematical learning and ability are crucial for individual and national economic and technological development, but the neural mechanisms underlying advanced mathematical learning remain unclear. The current study used functional magnetic resonance imaging (fMRI) to investigate how brain networks were involved in advanced mathematical learning and transfer. We recorded fMRI data from 24 undergraduate students as they learned the advanced mathematical concept of a commutative mathematical group. After learning, participants were required to complete learning and transfer behavioural tests. Results of single‐trial interindividual brain‐behaviour correlation analysis found that brain activity in the semantic and visuospatial networks, and the functional connectivity within the semantic network during advanced mathematical learning were positively correlated with learning and transfer effects. Additionally, the functional connectivity between the semantic and visuospatial networks was negatively correlated with the learning and transfer effects. These findings suggest that advanced mathematical learning relies on both semantic and visuospatial networks. [ABSTRACT FROM AUTHOR]

Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people's self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI–IQ link, yet the generality of this association remains unclear. Here, we provide evidence for SAI and IQ associations based on 278 effect sizes from 115 independent samples (N = 36,833) using a multi-level meta-analysis, revealing a moderate positive correlation (r = 0.30; 95% CI [0.27, 0.33]). Multiverse analyses demonstrated remarkable stability of this effect, with most summary effect specifications yielding significant positive correlations (96%), averaging r = 0.32. Notably, ability domain and sample type emerged as significant moderators, with numerical ability showing stronger correlations compared to general cognitive, verbal, and spatial abilities. Importantly, our study found that correlations in student samples were significantly higher than those in general samples. Our findings show a moderate positive association of SAI with IQ, unaffected by participant sex, publication year, administration order, neuroticism, and self-assessment method, yet significantly moderated by ability domain and sample type. Our results illustrate the importance of feedback in educational settings to help students accurately assess their cognitive abilities. [ABSTRACT FROM AUTHOR]

Simulating dynamic rupture of fault systems can be computationally demanding, as it requires reproducing complex fault geometry and accurately capturing waves propagating away from the rupture front. It is in particular challenging to predict an initial stress state consistent with fault geometries, heterogeneous distribution of surrounding materials, and far‐field tectonic loading. While standard techniques such as contact analysis and Lagrangian multipliers can be used to model the fault, it can lead to significant computational overhead in FEM. We extended Particle Discretization Scheme‐FEM, which provides numerically efficient crack treatment, without requiring contact analysis, to simulate dynamic fault rupture as a frictional crack propagating along a pre‐existing shear crack surface. Initial stress, which is consistent with initial frictional forces, material distribution and fault geometry, is derived using Coulomb friction and far‐field boundary conditions. The study first demonstrates the ability of the numerical method to reproduce a 2D ideal supershear scenario, and the underlying Burridge‐Andrew rupture mechanism. The methodology is then applied to the large scale simulation of the 2018 Palu earthquake on the Palu‐Koro fault. The simulation successfully reproduces the early and sustained supershear rupture which was observed for the Palu earthquake. Also, it indicates that the presence of an off‐fault damage zone can contribute to the low rupture velocity measured during the earthquake. Unlike sub‐Rayleigh earthquakes, the shockwave propagation was observed to lead to significant amplitudes of the ground motion even far from the fault. Plain Language Summary: Earthquakes are generated from the frictional rupture of tectonic faults, which produces waves propagating through the ground. This rupture dynamic behavior is very dependent on the initial state of stress on the fault, which is influenced by many parameters, such as the fault geometry and tectonic loadings. For complex fault systems, with heterogeneous distribution of materials around the fault, calculating the fault stress state can be very computationally demanding with standard methods such as contact analysis. This paper uses a variant of the finite‐element method called Particle Discretization Scheme‐FEM, which provides an efficient crack treatment. The initial fault stress is generated from far‐field boundary conditions and is consistent with frictional forces, material distribution and the fault geometry. The proposed approach was applied to the study of supershear earthquakes, which occur when the rupture speed exceeds the shear wave velocity, inducing a shockwave. This work first demonstrates that the method successfully reproduces supershear rupture in simple 2D settings and then applies it to reproduce the 2018 Palu supershear earthquake. Our method recreates the early and sustained supershear rupture that was observed during the event, and shows the influence of initial fault stress and off‐fault damage on the rupture regime and velocity. Key Points: A new numerical approach based on PDS‐FEM is used to model 3D fault rupture subjected to far‐field loading for different rupture regimesInitial stress is set consistent with influencing factors such as complex fault geometry and heterogeneous frictional propertiesGround motion generated by supershear rupture decays slowly away from the fault and can be significantly impacted by fault geometry [ABSTRACT FROM AUTHOR]

Early number skills represent critical milestones in children's cognitive development and are shaped over years of interacting with quantities and numerals in various contexts. Several connectionist computational models have attempted to emulate how certain number concepts may be learned, represented, and processed in the brain. However, these models mainly used highly simplified inputs and focused on limited tasks. We expand on previous work in two directions: First, we train a model end‐to‐end on video demonstrations in a synthetic environment with multimodal visual and language inputs. Second, we use a more holistic dataset of 35 tasks, covering enumeration, set comparisons, symbolic digits, and seriation. The order in which the model acquires tasks reflects input length and variability, and the resulting trajectories mostly fit with findings from educational psychology. The trained model also displays symbolic and non‐symbolic size and distance effects. Using techniques from interpretability research, we investigate how our attention‐based model integrates cross‐modal representations and binds them into context‐specific associative networks to solve different tasks. We compare models trained with and without symbolic inputs and find that the purely non‐symbolic model employs more processing‐intensive strategies to determine set size. [ABSTRACT FROM AUTHOR]

In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms' mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy execution when solving multi-step subtraction problems with three EFs (i.e., updating, inhibition, and shifting). With a choice/no-choice design, 150 fifth-graders' (Mage = 10 years, 11 months) direct subtraction (DS; e.g., 712 − 346 = ?; 712 − 300 = 412, 412 − 40 = 372, and 372 − 6 = 366) and subtraction by addition (SBA; e.g., 712 − 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) use to solve multi-step subtractions was examined. Participants were offered ten subtractions in one choice condition (free choice between DS and SBA), based on which we obtained data about task proficiency and strategy selection, and in two no-choice conditions (mandatory use of either DS or SBA), which were used to examine strategy execution. The results showed that task proficiency in the choice condition was associated with updating and inhibition but not with shifting. Furthermore, strategy selection was associated with updating but not with inhibition and shifting. Strategy execution was associated with updating but not with inhibition and shifting. The inclusion of separate strategy selection and execution parameters helped to unravel how arithmetic performance and EFs are associated. [ABSTRACT FROM AUTHOR]

As Ghana has embraced the concept of women's empowerment as a vital tool for sustainable development, it has become crucial to evaluate the role that women's empowerment plays in the fertility preferences of married and cohabiting women in the country. The study's objective was to examine the association between women's empowerment, the ideal number of children and women's ability to have their desired number of children. This cross-sectional study used data from the 2014 Ghana Demographic and Health Survey. Both Poisson and binary logistic regression analyses were carried out. Women who had justification for wife-beating (incidence rate ratio [IRR] 0.98 [95% confidence interval {CI} 0.96 to 0.99]) and those who were autonomous (IRR 0.94 [95% CI 0.93 to 0.95]) had lower rates of having the ideal number of children. Moreover, women who had justification for wife-beating (adjusted odds ratio [aOR] 1.25 [95% CI 1.13 to 1.39]) and those who were involved in decision-making (aOR 1.31 [95% CI 1.19 to 1.44]) had higher odds of having the ability to have the desired number of children. However, autonomous women (aOR 0.78 [95% CI 0.71 to 0.86]) had lower odds of having the ability to have the desired number of children. Significant associations were found between women's empowerment (women's attitude towards justification for wife-beating, autonomy), an ideal number of children and the ability to have the desired number of children. These findings present target areas for policies and interventions aimed at determining Ghanaian women's fertility preferences and empowering them. [ABSTRACT FROM AUTHOR]

Recent studies have highlighted the importance of ordinality skills in early numerical development. Here, we investigate individual differences in ordering sets of items and suggest that children might also differ in their tendency to spontaneously recognize and use numerical order in everyday situations. This study investigated the individual differences in 3- to 4-year-old children's tendency to spontaneously focus on numerical order (SFONO), and their association with early numerical skills. One hundred fifty children were presented with three SFONO tasks designed as play-like activities, where numerical order was one aspect that could be focused on. In addition, the children were administered tasks addressing spontaneous focusing on numerosity (SFON), numerical ordering, cardinality recognition, and number sequence production. Our results showed that children had substantial individual differences in all measures, including SFONO tendency. Children's SFONO tendency was associated with their early numerical skills. To further investigate the association between SFONO tendency and numerical ordering skills, a hierarchical regression was conducted for a group of children who could successfully order sets from one to three at a minimum and were regarded as likely having the requisite skills to spontaneously focus on numerical order. The findings reveal that SFONO tendency had a unique contribution to children's numerical ordering skills, even after controlling for age, cardinality recognition, and number sequence production. The results suggest that SFONO tendency potentially plays a relevant role in children's numerical development. [ABSTRACT FROM AUTHOR]

Objective: Reading proficiency and problem-solving capabilities represent two distinct yet significant cognitive faculties that exert a considerable influence on both personal and societal dimensions of individuals' lives. Problem-solving constitutes a fundamental component of cognitive processing. In the absence of an accurate delineation and comprehension of the problem, selecting an appropriate method for its resolution becomes untenable. A critical competency requisite for the accurate interpretation of the problem is reading proficiency. This study aims to examine the correlation between the reading capabilities of students diagnosed with autism spectrum disorder and their aptitude for solving mathematical verbal problems. Methods: The methodology employed in this research is descriptive (non-experimental) quantitative and correlational in nature. The statistical population comprises high-functioning autism students (level one) attending both regular and specialized educational institutions within Khuzestan province. Data acquisition was facilitated through the use of a standardized reading skills questionnaire alongside a researcher-developed questionnaire focused on verbal and mathematical problems. The analytical approach adopted involved regression analysis and hierarchical methods. Results: The results indicated a significant correlation between the reading proficiency of students with autism spectrum disorder and each of its respective dimensions with the ability to solve mathematical verbal problems. Conclusions: Furthermore, enhancing each of these competencies is likely to concurrently bolster the verbal problem-solving capabilities of students with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

This study models the influence of student and school attributes mediated by effects of numerical and graphical abilities on achievement of students in economics. Factors influencing student achievement are home, student, school, or environment related. Subject content is also an important factor which determines achievement. There are three ways to explain Economic phenomena; words, mathematically, or graphically. Therefore, level of ability in these approaches is an important determinant of student level of achievement. Participants of the research are Senior Secondary School II (SSS 2) students who enrolled in an economics class in Ibadan metropolis of Oyo states, Nigeria. There are 61 students from private and 437 from public school while the average age of the students is 15.29. A path analysis was used in the study following a hypothesized and modified model to ensure model-data fit. This study shows that school type is an important factor either with direct or indirect effect on achievement while class and the age of the student have indirect effect on achievement either through numerical or graphical ability. Also, numerical and graphical ability have a significant direct effect on achievement. This study revealed the need to emulate traditions of certain schools. Students in less mathematically and graph-oriented classes should have more time devoted to strengthening basic knowledge in this area so they can improve their level of knowledge and achievement. A latent model approach in a Bayesian framework is a viable alternative. The researchers recommend the inclusion of other variables in future studies to gain further insights into how these factors may affect economics achievement. [ABSTRACT FROM AUTHOR]

The numerical sense of animals includes identifying the numerosity of a sequence of events that occur with specific intervals, e.g., notes in a call or bar of music. Across nervous systems, the temporal patterning of spikes can code these events, but how this information is decoded (counted) remains elusive. In the anuran auditory system, temporal information of this type is decoded in the midbrain, where "interval-counting" neurons spike only after at least a threshold number of sound pulses have occurred with specific timing. We show that this decoding process, i.e., interval counting, arises from integrating phasic, onset-type and offset inhibition with excitation that augments across successive intervals, possibly due to a progressive decrease in "shunting" effects of inhibition. Because these physiological properties are ubiquitous within and across central nervous systems, interval counting may be a general mechanism for decoding diverse information coded/encoded in temporal patterns of spikes, including "bursts," and estimating elapsed time. [ABSTRACT FROM AUTHOR]

Currently, several techniques based on probabilities and statistics, along with the rapid advancements in computational power, have deepened our understanding of a football match result, giving us the capability to estimate future matches' results based on past performances. The ability to estimate the number of goals scored by each team in a football match has revolutionized the perspective of a match result for both betting market professionals and fans alike. The Poisson distribution has been widely used in a number of studies to model the number of goals a team is likely to score in a football match. Therefore, the match result can be estimated using a double Poisson regression model—one for each participating team. In this study, we propose an algorithm, which, by using Poisson distributions along with football teams' historical performance, is able to predict future football matches' results. This algorithm has been developed based on the Premier League's—England's top-flight football championship—results from the 2022–2023 season. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, the increase in the number of vehicles on the road has impacted the service life of bridges, and thus, their performance. In China, bridge inspections must be performed and documented at least once per year using labor-intensive and subjective approaches. In this study, a computationally efficient damage identification methodology for bridges was developed based on a deep convolutional generative adversarial network (DCGAN). To predict the damage to bridges, the vibration data of the structural damage are extracted from sensor measurements on the bridges and applied to the DCGAN model. The proposed damage identification method was validated on a simple supported beam bridge and a continuous girder bridge. The effects of sample size and noise on the identification accuracy were also evaluated. The performance of the DCGAN in the damage identification process is robust and reliable. This method for structural health monitoring offers a more objective evaluation of the overall performance and condition of a bridge, thus enabling bridge owners to efficiently allocate finite maintenance resources. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that children’s understanding of mathematical language is critical for their mathematical abilities. Most of this work has been restricted to single language learners (i.e., SLLs), and used dual language learners (i.e., DLLs) as an exclusion criterion, raising questions about the generalizability of these findings to DLLs. This is particularly important given the observed differences in the association between general language and mathematics for DLLs as compared to SLLs. In our study, conducted in Belgium, we therefore investigated the associations between components of mathematical language and different mathematical abilities in 75 DLLs and compared them to 75 age- and sex-matched SLLs (Mage = 4 years 8 months; 33 females in each group). Unfortunately, the two groups could not be matched on socioeconomic status (i.e., SES), and SES-levels of the parents of DLLs were significantly lower than SES-levels of SLLs. We assessed children’s quantitative and spatial language, their mathematical abilities (numerical competencies, geometry, and measurement), as well as their general vocabulary and spatial skills. All children, including DLLs, were only tested in the language of instruction (i.e., Dutch) in which DLLs exhibited varying levels of proficiency. Results revealed that DLLs obtained lower scores than SLLs in quantitative and spatial language, mathematical abilities, general vocabulary, but not in spatial skills. Associations between components of mathematical language and mathematical abilities were similar across DLLs and SLLs, except for the relation between spatial language and geometry, which was weaker in DLLs. [ABSTRACT FROM AUTHOR]

Mathematical problem-solving is a crucial ability that needs to be developed to prepare students to face the challenges of the 21st century. The aim of this research is to describe the mathematical problem-solving abilities of high school students in the Setting Up Equations topic within the Cambridge Curriculum schools. This research used descriptive qualitative approach. The sample for this research was taken using purposive sampling technique, consisting of 23 students from the 10th grade of Semesta Bilingual School Semarang. Data were obtained through test technique, then scoring was conducted to gather percentages at each stage, followed by an averaging process for the final interpretation of students’ mathematical problem-solving abilities. The instrument used has been well validated and consists of 5 contextual questions in the form of essay questions. The results obtained were that 74% of students understand the problem, 67% can devise a plan, 78% can carry out the plan, and 4% can look back. The average final percentage of students’ abilities was 56%, categorized as medium. It is concluded that students’ mathematical problem-solving abilities are still considered medium, indicating the need for improvement efforts. [ABSTRACT FROM AUTHOR]

The study examined the relationship between children's explicit knowledge and awareness of diglossia (EKAD) and learning Arabic in school. Additionally, this study addresses the interrelationships between EKAD and oral comprehension, lexical, phonological, and morphosyntactic awareness upon the transition to reading to learn. Thirty typicaly developing Arabic speaking fifth and sixth graders were randomly recruited (n = 18 males). The Arabic diglossic Knowledge and Awareness test (ADAT) was administered to examine the interrelationships between diglossic awareness and children's Arabic reading and mathematical abilities. Results showed that children depicted varying diglossic knowledge and awareness with no significant effect of gender, age, or academic grade. Children's EKAD scores significantly predicted their scores on Arabic reading and writing test but not their math scores. The contribution of EKAD was beyond that of phonological awareness. Significant corelation was also found between EKAD and phonological awareness. These results indicate that children's academic success at advanced stages of Arabic learning is related to explicit knowledge and awareness of diglossia. In turn, this provides support for the role of diglossic/bidialectal awareness as an independent emergent skill during literacy acquisition in diglossic communities and the need to incorporate it into the educational and clinical assessment of emergent literacy among diglossic communities. [ABSTRACT FROM AUTHOR]

Vector sketch software (e.g. Adobe Illustrator, Inkscape) and touch‐interactive technologies have long aided artists in the creation of resolution‐independent digital drawings that mimic the unconstrained nature of freehand sketches. However, artist intent behind stroke topology is often ambiguous, complicating traditional segmentation tasks such as coloring. For inspiration, we turn to the winding number, a classic geometric property of interest for binary segmentation in the presence of boundary data. Its direct application for multi‐region segmentation poses two main challenges: (1) strokes may not be consistently oriented to best identify perceptually salient regions; (2) for interior strokes there is no "correct" orientation, as either choice better distinguishes one of two neighboring regions. Thus, we form a harmonic feature space from multiple winding number fields and perform segmentation via Voronoi/power diagrams in this domain. Our perspective allows both for automatic fill region detection and for a semi‐automatic framework that naturally incorporates user hints and interactive sculpting of results, unlike competing automatic methods. Our method is agnostic to curve orientation and gracefully handles varying gap sizes in the sketch boundary, outperforming state‐of‐the‐art colorization methods on these "gappy" inputs. Moreover, it inherits the ability of winding numbers to specify "fuzzy" boundaries, leading to simple strategies for color diffusion and single‐parameter‐driven growing and shrinking of regions. [ABSTRACT FROM AUTHOR]

The development and refinement of functional brain circuits crucial to human cognition is a continuous process that spans from childhood to adulthood. Research increasingly focuses on mapping these evolving configurations, with the aim to identify markers for functional impairments and atypical development. Among human cognitive systems, nonsymbolic magnitude representations serve as a foundational building block for future success in mathematical learning and achievement for individuals. Using task‐based frontoparietal (FPN) and salience network (SN) features during nonsymbolic magnitude processing alongside machine learning algorithms, we developed a framework to construct brain age prediction models for participants aged 7–30. Our study revealed differential developmental profiles in the synchronization within and between FPN and SN networks. Specifically, we observed a linear increase in FPN connectivity, concomitant with a decline in SN connectivity across the age span. A nonlinear U‐shaped trajectory in the connectivity between the FPN and SN was discerned, revealing reduced FPN‐SN synchronization among adolescents compared to both pediatric and adult cohorts. Leveraging the Gradient Boosting machine learning algorithm and nested fivefold stratified cross‐validation with independent training datasets, we demonstrated that functional connectivity measures of the FPN and SN nodes predict chronological age, with a correlation coefficient of.727 and a mean absolute error of 2.944 between actual and predicted ages. Notably, connectivity within the FPN emerged as the most contributing feature for age prediction. Critically, a more matured brain age estimate is associated with better arithmetic performance. Our findings shed light on the intricate developmental changes occurring in the neural networks supporting magnitude representations. We emphasize brain age estimation as a potent tool for understanding cognitive development and its relationship to mathematical abilities across the critical developmental period of youth. Practitioner Points: This study investigated the prolonged changes in the brain's architecture across childhood, adolescence, and adulthood, with a focus on task‐state frontoparietal and salience networks.Distinct developmental pathways were identified: frontoparietal synchronization strengthens consistently throughout development, while salience network connectivity diminishes with age. Furthermore, adolescents show a unique dip in connectivity between these networks.Leveraging advanced machine learning methods, we accurately predicted individuals' ages based on these brain circuits, with a more mature estimated brain age correlating with better math skills. [ABSTRACT FROM AUTHOR]

This study investigates the psychometric properties of the numerical ability test using a three-parameter logistic (3PL) model within the framework of item response theory (IRT). The test comprises 30 dichotomous items and was administered to 2,689 fifth and sixth-grade students in schools across the Arab Gulf countries. The findings indicate a strong alignment of the test items with the three-parameter model, affirming the validity of the IRT approach. The test also meets the criteria for unidimensionality (UD) and local independence, establishing its psychometric soundness. Notably, the numerical ability test excels in discriminating between examinees with varying levels of numerical ability, particularly those with low or average abilities. Moreover, the scale exhibits a high level of reliability, with a marginal reliability coefficient of 0.83. These results suggest the potential for future research aimed at further enhancing the test’s precision and effectiveness. [ABSTRACT FROM AUTHOR]

This paper aims to investigate whether online private supplementary education, also known as shadow education, can alleviate educational inequality and what types of mechanisms can help alleviate it. We investigate this using an online learning platform dataset (3,603 anonymous students from China) with additional data from multiple sources and employ geospatial analyses to measure students' socioeconomic, regional and rural/urban inequalities. We find that taking part in online education narrows the performance gap in mathematics between privileged and unprivileged students in terms of school status and regional disparity in China. Theoretically, two micro-level mechanisms explain the alleviating differences: 1) equal access mechanism: students from lower city tiers and low-status schools show greater score improvement when having equal access to online education; 2) equal quality mechanism: students from rural regions improve their in-class rankings more substantially if they receive equal quality online education with the same tutoring and learning environment alongside urban students. This study comprehensively looks at the different effects of two mechanisms of online education—equal access and equal quality—for alleviating various types of inequality. Thus we speak to both educational inequality and digital inequality theory, finding that equal access to online education is not enough for rural students, as they also need access to classes of equal educational quality with their urban counterparts. [ABSTRACT FROM AUTHOR]

The role of teaching, learning, and assessment with digital technology has become increasingly prominent in mathematics education. This survey paper provides an overview of how technology has been transforming teaching, learning, and assessment in mathematics education in the digital age and suggests how the field will evolve in the coming years. Based on several decades of research and educational practices, we discuss and anticipate the multifaceted impact of technology on mathematics education, thus laying the groundwork for the other papers in this issue. After a brief introduction discussing the motivations for this issue, we focus our attention on three lines of research: teaching mathematics with technology, learning mathematics with technology, and assessment with technology. We point to new research orientations that address the issue of teaching with technology, specifically describing attempts to conceptualise teachers' mathematical and digital competencies, perspectives that view teachers as designers of digital resources, and the design and evaluation of long-term initiatives to support teachers as they develop innovative teaching practices enhanced by digital technologies. Our examination shows that learning with technology is still marked by new conceptualizations raised by researchers that can further our understanding of this complex issue. These conceptualizations support the recognition that multiple resources, ranging from paper and pencil to augmented reality, participate in the learning process. Finally, assessment with technology, especially in the formative sense, offers new possibilities for offering individualised support for learners that can benefit from adaptive systems, though more tasks for conceptual understanding need to be developed. [ABSTRACT FROM AUTHOR]

In mathematics, students' abilities to make transformations between mathematical representations are fundamental. The recent implementation of digital technologies, such as Dynamic Geometry Environments (DGEs), have changed students' access to mathematical representations by providing a variety of different representations, available just by pressing a button. Students use of a DGE may change their mathematical communication to become more dynamic and active. However, it is not clear how the use of DGEs and the change in communication style relate to more epistemological aspects of students' mathematical work. This study, therefore, investigates the interplay between students' dynamic mathematical communication and their transformations of mathematical representations when using a DGE from a competency perspective. Based on analyses of instances of lower secondary school students' dynamic mathematical communication, findings indicate that students' mathematical communication reflect the new ways of engaging with mathematical representations when using a DGE. Hence, the communication becomes dynamic. Theoretically, the complexity of having "continuous" transformations of mathematical representations may reduce the readiness of the mathematical communication competency. The "continuous" transformation may in fact cause students to unintentionally ascribe dynamic properties to mathematical representation. [ABSTRACT FROM AUTHOR]

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This 5‐year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (Mage in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical abilities, and general cognitive abilities in preschool (2017). High mathematics achievers had advantages on most tasks in preschool (ds > 0.62). Number order, numeral recognition, and proportional reasoning were unique predictors of belonging to the high‐achieving group in primary school. This study shows that the cognitive advantages of high mathematics achievement are already observed in preschool. [ABSTRACT FROM AUTHOR]

Research has shown that students' learning gains in mathematics are greater when they work with problems rather than routine tasks. These learning gains from problem-solving activities may be enhanced by providing feedback that does not give away the solutions to the problems, but helps students construct their solution methods themselves and anchor their reasoning in intrinsic properties of the mathematical components involved in the reasoning. However, in order to use feedback, students would need to perceive it as useful, and not all students may find such feedback useful. In this study, we investigate how students' ability and motivational beliefs affect how useful they perceive feedback aimed at supporting mathematical reasoning to be. In the study, students worked with mathematical problems and received metacognitive and heuristic feedback when they needed help. We used structural equation modeling (SEM) to analyze the effects. The results show that students' mastery goals had a direct effect on the perceived usefulness of the feedback, but no such effects were found for students' national test grades, self-efficacy beliefs, performance goals, or intrinsic or extrinsic forms of motivation. The proportion of successful use of feedback did not mediate the effects. [ABSTRACT FROM AUTHOR]

Despite their young age, zebrafish larvae have a well-developed visual system and can distinguish between different visual stimuli. First, we investigated if the first visual surroundings the larvae experience during the first days after hatching shape their habitat preference. Indeed, these animals seem to "imprint" on the first surroundings they see and select visual stimuli accordingly at 7 days post fertilization (dpf). In particular, if zebrafish larvae experience a bar background just after hatching, they later on prefer bars over white stimuli, and vice versa. We then used this acquired preference for bars to investigate innate numerical abilities. We wanted to specifically test if the zebrafish larvae show real numerical abilities or if they rely on a lower-level mechanism—i.e. spatial frequency—to discriminate between two different numerosities. When we matched the spatial frequency in stimuli with different numbers of bars, the larvae reliably selected the higher numerosity. A previous study has ruled out that 7 dpf zebrafish larvae use convex hull, cumulative surface area and density to choose between two numerosities. Therefore, our results indicate that zebrafish larvae rely on real numerical abilities rather than other cues, including spatial frequency, when spontaneously comparing two sets with different numbers of bars. [ABSTRACT FROM AUTHOR]

Math mindsets are mathematical abilities beliefs that can take two forms: growth (i.e., abilities can develop) and fixed (i.e., abilities are innate). Math mindsets during elementary school received little attention, especially among younger students. This study examined math mindsets and tested a mediation model in which math achievement predicted math mindsets via math self-concept. Elementary students (N = 220) from grades 1–6 completed a questionnaire in class. Results showed that growth and fixed math mindsets can be measured and distinguished in younger students, younger students endorsed growth math mindset more strongly than older students, and girls endorsed it more strongly than boys. Structural equation modeling showed that math achievement positively and directly link on both dimensions of math self-concept (affect and competency), and that affect directly link to a stronger adoption of a growth math mindset while competency negatively and directly link on growth and fixed math mindsets. Findings have important implications for mindset theory and interventions. [ABSTRACT FROM AUTHOR]

Since COVID-19, Dynamic Mathematics Software (DMS) has been more widely used in mathematics classes, and many studies have been published. These data, generated because of technological updates and the popularity of COVID-19, should be addressed. To examine comprehensively the effectiveness of DMS on K-12 students' mathematics learning, this meta-analysis assessed 68 effect sizes from 68 studies. The results suggest that DMS has a large effect size on K-12 students' mathematics learning (g = 0.820, p<.01, $ 95\%CI[0.625-1.015] $ 95%CI[0.625−1.015]). This study explored the effect size of potential moderators, namely mathematical topics, mathematical ability, grade level, assessment methods, teaching method, and assessment period, and found that effect sizes of DMS in spatial abilities were smaller than we thought. Therefore, this study has implications for the dissemination and standardised use of DMS and for providing mathematics educators with new perspectives for research. [ABSTRACT FROM AUTHOR]

The instruction of addition and subtraction during the third year of Basic General Education fosters students' autonomy and confidence in their ability to address mathematical problems. By facing and overcoming challenges, children cultivate a positive attitude towards mathematics and become more confident when facing numerical problems in various situations. The objective of this research is to develop a methodological strategy for solving addition and subtraction problems in the third year of Basic General Education. The research was carried out in the Ciudad de Ibarra Educational Unit. The sample consisted of 28 students of said educational level. Qualitative and quantitative methods were used with the objective of measuring the impact of the proposed strategy and the development of skills in addition and subtraction. From the implementation of the proposed strategy, a significant improvement was obtained in the development for solving addition and subtraction problems in the third year of the EGB. [ABSTRACT FROM AUTHOR]

The main objective of the study was to develop and evaluate a guide of methodological strategies to improve the teaching and learning of mathematical calculations in the ninth year of General Basic Education, through a participatory and collaborative approach involving both teachers and students. Classified as an applied field study, it was carried out at the Luis Tello Ripalda Educational Unit, with the total participation of 72 students and 7 mathematics teachers. The research followed a process structured in seven phases, from the identification of difficulties to the validation and final adjustment of the guide. Various research techniques were used, such as surveys, focus groups and interviews, supported by specific instruments for data collection. Experimental groups and a control group were formed for the pilot implementation of the guide. The variables analyzed included the mathematical calculation domain, broken down into several dimensions and measured by standardized tests. The data were analyzed using descriptive and comparative statistical tests to assess the impact of the guide on students' mathematical competencies. The statistical analysis revealed the positive impact of the guide on students' mathematical competencies. The collaboration between researchers, teachers and students ensured the relevance and usefulness of the proposed interventions, highlighting the importance of participatory approaches in improving mathematics teaching and learning in educational contexts. [ABSTRACT FROM AUTHOR]

This study evaluates the applicability of hourly Global Precipitation Measurement Mission (GPM) Integrated Multi-satellitE Retrievals for GPM (IMERG) data for event-based flood modeling in the Sunshui River Basin, southwestern China, using the hydrologic modeling system (HEC-HMS) model. The accuracies of IMERG V6, IMERG V7, and the corrected IMERG V7 satellite precipitation products (SPPs) were assessed against ground rainfall observations. The performance of flood modeling based on the original and the corrected SPPs was then evaluated and compared. In addition, the ability of different numbers (one–eight) of ground stations to correct IMERG V7 data for flood modeling was investigated. The results indicate that IMERG V6 data generally underestimate the actual rainfall of the study area, while IMERG V7 and the corrected IMERG V7 data using the geographical discrepancy analysis (GDA) method overestimate rainfall. The corrected IMERG V7 data performed best in capturing the actual rainfall events, followed by IMERG V7 and IMERG V6 data, respectively. The IMERG V7-generated flood hydrographs exhibited the same trend as those of the measured data, yet the former generally overestimated the flood peak due to its overestimation of rainfall. The corrected IMERG V7 data led to superior event-based flood modeling performance compared to the other datasets. Furthermore, when the number of ground stations used to correct the IMERG V7 data in the study area was greater than or equal to four, the flood modeling performance was satisfactory. The results confirm the applicability of IMERG V7 data for fine time scales in event-based flood modeling and reveal that using the GDA method to correct SPPs can greatly enhance the accuracy of flood modeling. This study can act as a basis for flood research in data-scarce areas. [ABSTRACT FROM AUTHOR]