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Introduction: Children diagnosed with endocrine disorders may exhibit atypical development and may encounter challenges in language, academic, and cognitive skills, as well as social-emotional issues. The objective of this study was to identify potential therapeutic requirements in the areas of language, cognition, and mathematical skills among children with endocrine disorders who experience school failure. This will enable an early evaluation of speech and language disorders and the planning of interventions to be possible. Methods: In this study, children with endocrine disorders were compared with their normally developing peers in terms of language, cognition, mathematical skills, and psychosocial characteristics. In this study, 15 children diagnosed with endocrine disorders (8 females, 7 males; mean age: 10, SD: 2) and 15 children with normal development (8 females, 7 males; mean age: 10, SD: 2) participated. The participants were subjected to the Test of Language Development-Primary: Fourth Edition Turkish Revision (TOLDP-4:T), the Turkish Nonword Repetition Test (TNRT), the Turkish Multilingual Sentence Repetition Test (LITMUS-TR), the Wechsler Intelligence Scale for Children (WISC-R), the Problem-Solving Test (PST), the Revised Child Anxiety and Depression Scale-Child Version (RCADS-CV), the Coopersmith Self-Esteem Inventory (CSEI), and the Child Behavior Checklist (CBCL). Results: The findings of the study indicate that children with endocrine disease have lower performance in language, cognition, and mathematical skills compared to their healthy peers. Otherwise, they do not differ in terms of social-emotional status assessed by psychological scales. Discussion: These findings suggest that while children with endocrine disorders face challenges in academic and cognitive domains, their social-emotional development remains relatively unaffected. Early identification and intervention in language, cognition, and mathematical skills may help address the academic struggles of these children, potentially improving their school performance and overall well-being. [ABSTRACT FROM AUTHOR]

Intermediate learners are struggling to understand and analyze the material in their classes. There was a significant decline of 2.25% in learners' GWA (Grade Weighted Average) after the implementation of modular remote learning, indicating a notable decline in their academic performance. In order to address the existing disparities, it is suggested that the materials be streamlined and supplemented by video lectures and audio recordings, online discussions, local training sessions, and home visits. With that, this study was crafted to enhance the mathematics performance of intermediate learners in San Miguel Dao I Elementary School through Worksheets, Audio and Video Conferencing, YouTube links, and Self-Assessment (Project WAYS). A quantitative research design was used in this study which used quasi-experimental research design. The research took place at San Miguel Dao I Elementary School. The study's participants were intermediate learners (Grades 4, 5, and 6) for the school year 2022-2023. A pretest and posttest were used to collect data. After establishing research communication with respective DepEd officials, the researcher personally facilitated the examination. This covered the third quarter of school year 2022-2023. The data was analyzed using a paired t-test in Microsoft Excel Data Analysis Tool Pack. Before the implementation of Project WAYS, intermediate learners performed poorly in mathematics which shows that learners did not meet the expectations. Meanwhile after the implementation of Project WAYS, intermediate learners still performed poorly in mathematics which shows that learners still did not meet the expectations. However, if these results will be compared to the pretest before the implementation of Project WAYS, a better performance of intermediate learners can be traced. Additionally, the study has identified a significant difference between the pretest and posttest results paving the way to reject the null hypothesis and showing proof that Project WAYS is effective in enhancing the mathematical academic performance of intermediate learners in San Miguel Dao I Elementary School. The findings paved the way to provide more support mechanisms for the enhancement of academic performance of learners for it was backed-up with the results that learning accompanied with suitable support mechanisms would ensure wholesome accomplishments in the part of the learners. [ABSTRACT FROM AUTHOR]

The positive impact of Math Learning Support Centers (MLSCs) on student performance is well-documented in existing literature. However, we argue in this study that many of these evaluations could be improved methodologically. Using a more rigorous approach, we investigated the effect of an MLSC on students' performance and affective variables in an economic study program. Our data, collected over six years, was analyzed using Propensity Score Matching and Difference-in-Differences methods, to control for observable and time-invariant unobservable characteristics. Contrary to a majority of the existing literature, we found no direct impact of students' participation in the MLSC on students' math performance. However, we identified positive effects on students' test anxiety and other affective variables. Moreover, we found that students' engagement in the learning process during the semester (e.g. by attending classes and solving exercise sheets) was a key driver of skill growth. These findings underscore the importance of more rigorous methodological approaches in future evaluations of MLSCs and other similar support systems. [ABSTRACT FROM AUTHOR]

Background: The role of mathematics in the present digital world is very important. Due to its nature, mathematics is mostly disliked by students, especially those with learning disorders. Using e-learning in mobile environments and new teaching methods, the complementary sessions needed for students with learning disorders can be enriched. This group of students is most of the time forgotten. This study investigated the impact of adaptive game-based instruction on the mathematical performance of students with mathematics learning disorders. Aims: The present study was conducted to investigate the impact of adaptive game-based instruction on the mathematical performance of students with learning difficulty in a mobile learning environment. Methods: The current research design was the quasi-experimental type of pre-test-post-test and control group. The statistical population of the research included the students with a mathematics learning disorder in Malard, Tehran, in the second grade of primary school, in the academic year of 2022-2023 from which 10 samples were available that randomly were divided into two groups: experimental (5 people) and control (5 people). The experimental group attended 8 educational sessions in the Shad mobile environment in June 2023 using Shad facilities including messenger and games which are proposed by the experts of the Ministry of Education. For the pre-test and post-test, the questions from the Kangaroo Mathematics Competition 2021 were used and the data were analyzed using SPSS26 and univariate analysis of variance. Results: The research findings show that there is a meaningful difference between pre-test and post-test (F= 25.878, p= 0.001). There is also a meaningful difference between the control group and the experimental group in the post-test (F= 6.392, p= 0.039). According to the obtained results, it was concluded that adaptive game-based instruction has a positive impact on the mathematical performance of students with learning disorders in a mobile learning environment. Conclusion: The results showed that using game-based adaptive learning in a mobile learning environment for students with mathematics learning disorder can help these students improve their mathematical performance at their preferred pace and content with educational support. As Shad environment facilities are available for all students in Iran, schools and learning disorder centers can use game-based adaptive instruction in Shad environment to help the students improve their performance through ongoing learning.

Our mathematical thinking sheds light on how we see our world and what knowledge we have about it. In spite of this, mathematical performance is still mostly measured in calculation skills, and this also predestines the success of learning. So at school, what is important is how correctly we solved the task and not the way we got there. An internationally unique Hungarian-developed test (DPV—Pedagogical Examination of Dyscalculia/Diszkalkulia Pedagógiai Vizsgálata) draws our attention to the opposite of this. The special feature of the test is its criterion orientation, which emphasizes the correctness of mathematical thinking while examining the abilities necessary for learning mathematics. The aim of our study was to investigate, as a function of background variables (gender and socioeconomic status (SES)), (1) whether the abilities and thought processes required for learning mathematics function at an adequate level, (2) what effect these may have on mathematical performance, and (3) to what extent all of this is influenced by mathematical anxiety. Our background variables were gender and socioeconomic status. A total of 999 Hungarian students aged 10–15 participated in our study, including 483 boys and 516 girls. In general, we can say that the development of the skills necessary for learning mathematics is closely related to the students' performance. Nevertheless, it happens that we encounter low performance despite good skills. In several cases, we can experience the presence of anxiety, especially math anxiety, which in most cases, regardless of the level of abilities, negatively affects the success of math learning processes. The findings confirm that socioeconomic status, gender, and performance are risk factors for mathematical anxiety. The following hypotheses have been formulated along the lines of the research objectives set out in the abstract: There are no differences in ability and mathematical performance between boys and girls. Girls are more anxious when they have to solve a mathematical problem. Socioeconomic status predicts ability level and the presence of math anxiety. Mathematical anxiety (MA) modifies the validity of mathematical ability (DPV). [ABSTRACT FROM AUTHOR]

IntroductionChildren diagnosed with endocrine disorders may exhibit atypical development and may encounter challenges in language, academic, and cognitive skills, as well as social–emotional issues. The objective of this study was to identify potential therapeutic requirements in the areas of language, cognition, and mathematical skills among children with endocrine disorders who experience school failure. This will enable an early evaluation of speech and language disorders and the planning of interventions to be possible.MethodsIn this study, children with endocrine disorders were compared with their normally developing peers in terms of language, cognition, mathematical skills, and psychosocial characteristics. In this study, 15 children diagnosed with endocrine disorders (8 females, 7 males; mean age: 10, SD: 2) and 15 children with normal development (8 females, 7 males; mean age: 10, SD: 2) participated. The participants were subjected to the Test of Language Development-Primary: Fourth Edition Turkish Revision (TOLDP-4:T), the Turkish Nonword Repetition Test (TNRT), the Turkish Multilingual Sentence Repetition Test (LITMUS-TR), the Wechsler Intelligence Scale for Children (WISC-R), the Problem-Solving Test (PST), the Revised Child Anxiety and Depression Scale-Child Version (RCADS-CV), the Coopersmith Self-Esteem Inventory (CSEI), and the Child Behavior Checklist (CBCL).ResultsThe findings of the study indicate that children with endocrine disease have lower performance in language, cognition, and mathematical skills compared to their healthy peers. Otherwise, they do not differ in terms of social–emotional status assessed by psychological scales.DiscussionThese findings suggest that while children with endocrine disorders face challenges in academic and cognitive domains, their social-emotional development remains relatively unaffected. Early identification and intervention in language, cognition, and mathematical skills may help address the academic struggles of these children, potentially improving their school performance and overall well-being.

Mathematical disposition is a tendency to think and act in a positive way. Changes in learning activities due to Covid-19 have an impact on the learning environment. This study aims to obtain an overview between dispositions and mathematical performance in online learning, and the effect of disposition on the mathematical performance of high school students. This research is concerned with correlation and regression analysis that relates mathematical dispositions to mathematical performance on relation and function material. The research was conducted on 70 high school students from the city of Bandung. To analyze data related to correlation and regression, Pearson product-moment was used. The results of this study were as follows: 1) A significant positive correlation was observed between mathematical disposition scores (X), and mathematical performance scores (Y) with a correlation coefficient of r = 0.42, this means that r2 = 17.2%. The variation in students' mathematical performance (Y) can be explained by the student's mathematical disposition variable (X). 2) Based on the regression equation Y = 34.211 + 0.548X, this shows that because the X coefficient is 0.548 > 0 (positive) and significant, the mathematical disposition variable has a positive effect on mathematical performance in online learning. [ABSTRACT FROM AUTHOR]

There is substantial evidence of the association between multiple parental involvement and mathematical performance, but the long-term features of these links remain unclear, in particular in China. This study investigated the 8-year trajectory of mathematical performance, and its associations with five forms of parental involvement. The sample consisted of 645 adolescents (50.39% girls; Mage = 10.5 years, SD = 0.50). Latent growth curve modeling showed upward linear growth in mathematics performance. Among five forms of parental involvement, parental educational expectation was the most powerful predictor. Gender differences and similarities were also found in the family-education nexus. The parental expectation was positively associated with their initial performance in mathematics across gender. The predicting roles of parent-child discussion about school and parental TV controls on the baseline level of mathematical performance and the association between parental expectation and the slope of mathematical performance were only identified among boys. This study highlighted the varied impacts of parental involvement on schooling at different developmental stages, and provided important implications for optimizing parenting and schooling. [ABSTRACT FROM AUTHOR]

Background: The role of mathematics in the present digital world is very important. Due to its nature, mathematics is mostly disliked by students, especially those with learning disorders. Using elearning in mobile environments and new teaching methods, the complementary sessions needed for students with learning disorders can be enriched. This group of students is most of the time forgotten. This study investigated the impact of adaptive game-based instruction on the mathematical performance of students with mathematics learning disorders. Aims: The present study was conducted to investigate the impact of adaptive game-based instruction on the mathematical performance of students with learning difficulty in a mobile learning environment. Methods: The current research design was the quasi-experimental type of pre-test-post-test and control group. The statistical population of the research included the students with a mathematics learning disorder in Malard, Tehran, in the second grade of primary school, in the academic year of 2022-2023 from which 10 samples were available that randomly were divided into two groups: experimental (5 people) and control (5 people). The experimental group attended 8 educational sessions in the Shad mobile environment in June 2023 using Shad facilities including messenger and games which are proposed by the experts of the Ministry of Education. For the pre-test and post-test, the questions from the Kangaroo Mathematics Competition 2021 were used and the data were analyzed using SPSS26 and univariate analysis of variance. Results: The research findings show that there is a meaningful difference between pre-test and posttest (F= 25.878, p= 0.001). There is also a meaningful difference between the control group and the experimental group in the post-test (F= 6.392, p= 0.039). According to the obtained results, it was concluded that adaptive game-based instruction has a positive impact on the mathematical performance of students with learning disorders in a mobile learning environment. Conclusion: The results showed that using game-based adaptive learning in a mobile learning environment for students with mathematics learning disorder can help these students improve their mathematical performance at their preferred pace and content with educational support. As Shad environment facilities are available for all students in Iran, schools and learning disorder centers can use game-based adaptive instruction in Shad environment to help the students improve their performance through ongoing learning. [ABSTRACT FROM AUTHOR]

Introduction: The presence of job demands for military personnel can sometimes lead to family intolerance and dissatisfaction, resulting in issues for their children, including academic challenges like learning disorders. Objective: The study aimed to compare the impact of metacognition training and working memory training on math performance and anxiety in students with military parents. Materials and Methods: A quasi-experimental pre-test-post-test design with a control group was employed. The research included all second and third-grade elementary school students with math disorder and military parents in Bandarabbas city. Forty-five students were randomly assigned to three experimental and control groups. An 8-week intervention of 90-minute sessions for metacognition and working memory training was conducted. Data collection involved Spence’s anxiety questionnaire and math tests. Data analysis utilized MANCOVA and posthoc Benferroni tests with SPSS-24 software. Results: Covariance analysis results indicate that metacognition training significantly influences both math performance and anxiety (P<0.001). The impact on math performance is 0.51, and on anxiety, it is 0.42. Additionally, active memory training significantly affects math performance (P<0.001) with an impact of 0.47 on math performance and 0.39 on anxiety. Bonferroni test results reveal no significant variance between metacognition training and working memory training regarding enhancing math performance and alleviating anxiety (P<0.01).Conclusion: According to this research, using a metacognitive training program and active memory training can improve math lesson performance and reduce academic anxiety in students with math learning disorders, as well as those who face difficulties or anxiety in math learning. [ABSTRACT FROM AUTHOR]

A sample of 48 children in Grade 2 was randomly assigned to an experimental (n = 24) and a control group (n = 24). Both groups were administered the Analogical Modifiability Puzzle Test (AMPT) and Math Accuracy and Processing Strategy (MAPS) test before and after a teaching phase of the AMPT. The MAPS test includes scores for Accuracy, Processing Strategy, and a Math-Total. The findings reveal significant treatment x time interactions for AMPT (near-transfer) and MAPS (far-transfer) scores. Hierarchical regression analysis showed that AMPT post-teaching score added significantly to Math Total. The findings indicate that Math Accuracy and Math Processing Strategies are aected by mediation for analogical thinking and that modifiability of analogical thinking significantly predicts Math-Total. [ABSTRACT FROM AUTHOR]

Mathematical modelling is an interlinking process between mathematics and real-world problems that can be applied as a means to increase motivation, develop cognitive competencies, and enhance the ability to transfer mathematical knowledge to other areas of science, such as engineering disciplines. This study was designed to investigate the effect of applying the modelling approach on problem-solving and mathematical performance of engineering undergraduates during a differential equations (DEs) course and compare the results with those of conventional teaching. A quasi-experimental method comprising a pretest-posttest design with a control group was applied in this study. Since the antecedent knowledge of calculus directly influences the ability of students to learn DEs, a placement test was first applied to both groups. A combination of results derived from the placement test and the modelling pretest was used as the covariate in the Analysis of Covariance (ANCOVA), and the modelling and mathematical performances of both groups were eventually examined. The results of this study indicate that apart from the fact that teaching DEs based on the modelling approach can increase the ability to apply mathematical knowledge in the field of engineering, it also can significantly enhance their problem-solving and mathematical performances. [ABSTRACT FROM AUTHOR]

The main purpose of this research was to assess the Comprehension and Reading ability and to determine the significant correlation between Reading Comprehension level of learners and their ability to solve Mathematical word Problems. This study employed Descriptive Quantitative Correlational Study. The respondents of the study were ninety-two (92) Grade 4 learners of Western Mindanao State University - Integrated Laboratory School enrolled in school year 2022-2023. This study adopted the Philippine Informal Reading Inventory (Phil-IRI) assessment tool and DepEd Numeracy Assessment Tool (D-NumAT) to measure the reading comprehension and Mathematical Ability respectively. The findings indicated that majority of the Grade 4 learners in Reading Comprehension Level are classified under Frustration Level, some of the learners are classified under Instructional Level, and very few are classified under independent level. As for Mathematical Performance Level, majority of the Grade 4 learners are under non-Numerates level, and some are classified under Low level. This study revealed that the overall Reading Comprehension skill of the learners has negligible correlation to the learners Mathematical Performance in Solving Word Problems. Hence, Reading Comprehension can be a significant factor affecting students' mathematical performance specifically in solving word problems. [ABSTRACT FROM AUTHOR]

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

Mathematical performance plays a vital role in students' academic development. Studies have shown that some basic cognitive processes, including inductive reasoning, are critical for the development of mathematical performance. However, little empirical evidence has been accumulated regarding the association between inductive reasoning and mathematical performance. This study investigated whether inductive reasoning has a unique predictive effect on situational, verbalized, and symbolic mathematical performance. A total of 203 eighth‐graders were recruited for a series of tasks. Results showed that when only gender and age were controlled for, inductive reasoning ability could significantly predict all types of mathematical performance. However, after controlling for general cognitive abilities, including language, spatial visualization, and working memory, inductive reasoning ability did not significantly predict any mathematical performance. By contrast, language and spatial ability showed independent predictions for mathematical performance. Results suggest that language and spatial abilities, other than inductive reasoning, could support mathematical processing. Practitioner points: Mathematical knowledge can be expressed in verbal, symbolic, and situational forms.Inductive reasoning ability does not predict mathematical performance.Language and spatial abilities predict mathematical performance. [ABSTRACT FROM AUTHOR]

Visual perception is a critical factor in mathematical performance. The current study investigated whether form-perception speed underlies the association between visual perception capability and mathematical performance. Visual form perception tasks having different perceptual loads were administered to 162 adults in Experiment 1 and 273 children in Experiment 2. Experiment 1 showed that adult's visual perception capability correlated with mathematical performance, even after controlling for age, gender, nonverbal matrix reasoning, choice reaction time, and mental rotational ability. However, only the correlation modulated by processing speed—and only visual perceptions with lower perceptual loads— predicted the variance of mathematical performance for adults mathematical performance. The findings in children corresponded to those in adults. Thus, form-perception speed modulates the association between visual perception capability and mathematical performance. [ABSTRACT FROM AUTHOR]

This study aims to examine whether a maths-unrelated reading intervention can improve children's mathematical performance and to compare the effects of maths-related and maths-unrelated reading interventions. Furthermore, this study examines whether the effects of reading interventions are moderated by individual differences, including gender, pre-test maths performance and general cognitive ability. One hundred thirty-four second-grade Chinese children were recruited into three different groups. In the control group, the children received business as usual teaching, while in the two experimental groups, the children received a maths-related or maths-unrelated reading intervention. The results showed that the maths-unrelated reading intervention could significantly improve children's mathematical performance, and the beneficial effect did not differ from the maths-related intervention. Moreover, the effects of the two reading interventions were not moderated by children's individual differences. These findings support the function hypothesis of language for mathematics. [ABSTRACT FROM AUTHOR]

A sample of 48 children in Grade 2 was randomly assigned to an experimental (n = 24) and a control group (n = 24). Both groups were administered the Analogical Modifiability Puzzle Test (AMPT) and Math Accuracy and Processing Strategy (MAPS) test before and after a teaching phase of the AMPT. The MAPS test includes scores for Accuracy, Processing Strategy, and a Math-Total. The findings reveal significant treatment x time interactions for AMPT (near-transfer) and MAPS (far-transfer) scores. Hierarchical regression analysis showed that AMPT post-teaching score added significantly to Math Total. The findings indicate that Math Accuracy and Math Processing Strategies are affected by mediation for analogical thinking and that modifiability of analogical thinking significantly predicts Math-Total.

This document is an editorial titled "Advances in the contributions of mathematics in the field of education and psychology." It discusses the importance of considering affective factors, such as attitudes, anxiety, and motivation, in mathematics education. The editorial highlights various studies that explore different aspects of mathematics education, including problem-solving ability, mathematical attitude determinants, brain exercises, sentence-based problem-solving skills, family income, and mathematical self-efficacy. The document concludes by emphasizing the need for further research on the affective domain, particularly in relation to mathematics anxiety in both students and teachers. [Extracted from the article]

Our mathematical thinking sheds light on how we see our world and what knowledge we have about it. In spite of this, mathematical performance is still mostly measured in calculation skills, and this also predestines the success of learning. So at school, what is important is how correctly we solved the task and not the way we got there. An internationally unique Hungarian-developed test (DPV—Pedagogical Examination of Dyscalculia/Diszkalkulia Pedagógiai Vizsgálata) draws our attention to the opposite of this. The special feature of the test is its criterion orientation, which emphasizes the correctness of mathematical thinking while examining the abilities necessary for learning mathematics. The aim of our study was to investigate, as a function of background variables (gender and socioeconomic status (SES)), (1) whether the abilities and thought processes required for learning mathematics function at an adequate level, (2) what effect these may have on mathematical performance, and (3) to what extent all of this is influenced by mathematical anxiety. Our background variables were gender and socioeconomic status. A total of 999 Hungarian students aged 10–15 participated in our study, including 483 boys and 516 girls. In general, we can say that the development of the skills necessary for learning mathematics is closely related to the students’ performance. Nevertheless, it happens that we encounter low performance despite good skills. In several cases, we can experience the presence of anxiety, especially math anxiety, which in most cases, regardless of the level of abilities, negatively affects the success of math learning processes. The findings confirm that socioeconomic status, gender, and performance are risk factors for mathematical anxiety. The following hypotheses have been formulated along the lines of the research objectives set out in the abstract: There are no differences in ability and mathematical performance between boys and girls. Girls are more anxious when they have to solve a mathematical problem. Socioeconomic status predicts ability level and the presence of math anxiety. Mathematical anxiety (MA) modifies the validity of mathematical ability (DPV).

Poor mathematical performance is a major issue for children with ADHD. The aim of this study is to assess the impact of attention deficit and hyperactivity in relation to mathematical performance. We probed (1) The relationship among the tendency of attention deficit, hyperactivity symptoms, working memory, and mathematical performance. (2) The mediated model of these variables. Seventy-eight students from three primary schools in Tainan, and Kaohsiung areas were recruited. Teachers filled in SNAP-IV questionnaires according to their observations of inattention, hyperactivity/impulsivity in school. The students received computerized working memory batteries and standardized mathematical tests. Inattention and hyperactivity are both related to poor mathematical performance. Inattention is negatively related to working memory and mathematical performance. Working memory plays a mediated role between inattention and mathematical performance. Poor working memory could be a mediator between inattention which is a core of ADHD tendency and poor mathematical scores. Mathematical performance in children with ADHD might be improved by improving working memory.

Background: Previous studies indicated that working memory (WM) updating and WM capacity play essential roles in mathematical ability. However, it is unclear whether WM capacity mediates the effect of WM updating on mathematics, and whether the cascading effects vary with different mathematical domains. Aims: The current study aims to explore the longitudinal mediating role of WM capacity between WM updating and mathematical performance, and how the relations change with the age and domains. Sample: A total of 131 Chinese first‐graders participated the study. Methods: Participants were required to complete tasks on WM updating and WM capacity in Grade 1 and Grade 2, as well as paper‐and‐pencil tests on mathematics achievement in Grade 3. The role of WM updating and capacity in the development of pupil's mathematical achievement was examined. Results: Results revealed that verbal WM updating in Grade 1 predicted basic arithmetic and logical‐visuospatial ability in Grade 3 via its cascading effect on verbal WM capacity in Grade 2. Moreover, visuospatial WM updating in Grade 1 predicted visuospatial WM capacity in Grade 2. Visuospatial WM capacity in Grade 1 predicted logical‐visuospatial ability in Grade 3 instead of basic arithmetic ability in Grade 3. Conclusions: The findings suggested that WM updating exerts effect on pupil's mathematical performance via WM capacity, meanwhile, this effect depends on children's mathematics domain. [ABSTRACT FROM AUTHOR]

This action research was conducted to improve the mathematical performance of learners while at home amidst this pandemic during the modular printed learning delivery modality through home visitation. This innovation serves as a teaching and learning strategy to enhance learning. Thus, this research aimed to determine the effectiveness of home visitation on learners mathematical performance. The participants of the study were the 13 struggling Grade 6-Cattleya learners of Gines Elementary School School for the S.Y. 2020-2021. Researcher-made learning activity sheets composing four fundamental mathematical operations were utilized in the study during home visitation. The pre-test and post test scores were used to gather the data. Mean and Wilcoxon-signed rank test were employed in the study. The findings revealed that home visitation improved the post test scores of the learners in mathematics. Significant differences existed in the pre-test and post test scores of the learners before and after the intervention. It was concluded that home visitation improved the mathematical performance of the learners. It was recommended to utilize home visitation as strategy in enhancing learners' mathematical performance especially during this pandemic as we utilized the modular printed learning delivery modality in delivering quality education among our learners. [ABSTRACT FROM AUTHOR]

Gender-math stereotypes are thought to be a threat for women's mathematical performance, however, the mechanism of gender stereotype affecting mathematics achievement is not clear. The current study aimed to explore the different role of attitude towards mathematics and math self-concept in the relationship between gender-math stereotypes and mathematical performance for men and women. A total of 297 Chinese college students participated in our survey. Results showed that math self-concept played a suppressing effect on the relationship between gender-math stereotypes and women's mathematical performance, while attitude had no mediating role in the relationship between gender stereotypes and mathematical performance. However, gender-math stereotypes could not directly predict men's mathematical performance, nor could it predict through math self-concept or attitude towards mathematics. [ABSTRACT FROM AUTHOR]

Results of the PISA 2018 tests show that the average score in mathematics of the Spanish students is below the European Union and the OECD averages. These differences may be caused by factors related to the student or by those related to the school the student belongs to. The aim of this work is to identify the variables causing the differences in the mathematical performance of the Spanish students. Taking into account its hierarchical structure, a methodology based on the two-level multilevel regression has been applied to the Spanish data of the PISA 2018 study. According to our results, the socioeconomic and cultural index, the gender of the student, the repeater status, being immigrant, the language spoken at home and the student-teacher ratio have a significant effect on the mathematical performance of the students. [ABSTRACT FROM AUTHOR]

Abstract 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 has been the subject in which many school-age children have revealed many difficulties. Research carried out in an attempt to understand the causes of failure in this area pointed to a positive association between mathematical performance and motor performance. Given the importance of math development in future school outcomes, knowing which specific motor components are most associated with math performance can help educators define better strategies for teaching mathematics. In this sense, the present systematic review study aimed to identify the components of motor skills most positively associated with mathematical performance in children with typical development who attend preschool. The PRISMA methodology (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used in this study. The databases searched were ERIC, PubMED, SciELO, Scopus and Web of Science. A total of 2,909 articles were identified, of which 18 were included in this systematic review. The main results showed positive associations between fine motor skills, namely fine motor coordination and visuomotor integration, and mathematical performance. The math skill of numerical counting was the most associated with FMS. The main characteristics of the instruments used showed that the tasks of copying figures or drawings are the most used to assess visuomotor integration and the tasks of handling objects with pinch-like movements are the most used to assess fine motor coordination. Given the importance of mathematical performance in future school results, identifying early children with difficulties in fine motor skills will help educators to design better strategies for teaching mathematical skills. In this sense, the need to identify instruments to assess fine motor skills in preschool children with characteristics that facilitate their administration by the educator in the classroom context, i.e., requiring little administration time, not requiring much experience or training, the possibility of being administered to the group/class, few material resources, and the results can be easily interpreted, classified, and associated with mathematical performance. [ABSTRACT FROM AUTHOR]

Mathematics has been the subject in which many school-age children have revealed many difficulties. Research carried out in an attempt to understand the causes of failure in this area pointed to a positive association between mathematical performance and motor performance. Given the importance of math development in future school outcomes, knowing which specific motor components are most associated with math performance can help educators define better strategies for teaching mathematics. In this sense, the present systematic review study aimed to identify the components of motor skills most positively associated with mathematical performance in children with typical development who attend preschool. The PRISMA methodology (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used in this study. The databases searched were ERIC, PubMED, SciELO, Scopus and Web of Science. A total of 2,909 articles were identified, of which 18 were included in this systematic review. The main results showed positive associations between fine motor skills, namely fine motor coordination and visuomotor integration, and mathematical performance. The math skill of numerical counting was the most associated with FMS. The main characteristics of the instruments used showed that the tasks of copying figures or drawings are the most used to assess visuomotor integration and the tasks of handling objects with pinch-like movements are the most used to assess fine motor coordination. Given the importance of mathematical performance in future school results, identifying early children with difficulties in fine motor skills will help educators to design better strategies for teaching mathematical skills. In this sense, the need to identify instruments to assess fine motor skills in preschool children with characteristics that facilitate their administration by the educator in the classroom context, i.e., requiring little administration time, not requiring much experience or training, the possibility of being administered to the group/class, few material resources, and the results can be easily interpreted, classified, and associated with mathematical performance.

Poor mathematical performance is a major issue for children with ADHD. The aim of this study is to assess the impact of attention deficit and hyperactivity in relation to mathematical performance. We probed (1) The relationship among the tendency of attention deficit, hyperactivity symptoms, working memory, and mathematical performance. (2) The mediated model of these variables. Seventy-eight students from three primary schools in Tainan, and Kaohsiung areas were recruited. Teachers filled in SNAP-IV questionnaires according to their observations of inattention, hyperactivity/impulsivity in school. The students received computerized working memory batteries and standardized mathematical tests. Inattention and hyperactivity are both related to poor mathematical performance. Inattention is negatively related to working memory and mathematical performance. Working memory plays a mediated role between inattention and mathematical performance. Poor working memory could be a mediator between inattention which is a core of ADHD tendency and poor mathematical scores. Mathematical performance in children with ADHD might be improved by improving working memory. [ABSTRACT FROM AUTHOR]

Referring to the theory of planned behavior (TPB), this study intends to investigate the impact of students’ mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected online in China’s context and the research hypotheses are developed and then tested through structural equation modeling. It is found that attitude and subjective norms have effects, directly or indirectly, on intentions, behavioral engagement, and mathematical performance. In addition, the intentions have a significant effect on behavioral engagement, and behavioral engagement does likewise on mathematical performance. It has also been accepted that perceived behavioral control is not directly related to intentions but largely to behavior and indirectly to mathematical performance through behavior alone. In conclusion, this study’s findings will contribute to the current literature on mathematical performance and will also inform the policymakers of the proposal on students’ mathematics belief and attitude interventions as a means to improving students’ mathematical performance. [ABSTRACT FROM AUTHOR]

Heterogeneity can be taken into account in the classroom by using self-differentiating tasks. From a mathematical-didactic point of view, modelling tasks are of particular interest in this regard because of this. The paper focuses on the heterogeneity dimension of mathematical achievement and modelling competence of 15-year-old students. First results of a case study will be described in how far the processes of a modelling task vary with regard to the aspect of achievement levels.

Emotional Intelligence (EQ) is considered as an alternative issue in both fields of psychology and education. Studies that have been conducted in this area illustrate the role of EQ and its components in different aspects of one's life such as academic achievement, occupation, and social relationships. Turning to a view to academic performance measurement, mathematics is considered as a science which can promote the learners' ability in order to respond to the ups and downs of every individual’s life. Most of the previous papers have investigated the relationship between EQ and mathematical Performance. The main feature of those studies were focusing on statistical analysis. To deal with this issue, this study proposes an alternative procedure not only is interested in employing non parametric models, such as Data Envelopment Analysis (DEA), but also provides the statistical analysis to assess the questioned relation. The proposed procedure can serve as an evaluation tool for educational policy and students ‘promotion. To do so, eighty-one individuals have been selected among Islamic Azad University (Yadegar-e-Imam Khomeini (RAH) branch) engineering students with simple random during the first midterm of academic year 2019-2020. Distributing a standard EQ questionnaire of Bradberry and Greaves [18] reveals EQ and its four components’ scores. The average of three completed math scores have presented mathematical performance quantity. The results of DEA point out no specific pattern between EQ and mathematical performance. The study also reveals that statistical analysis show a similar trend as efficiency analysis method did.

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. [ABSTRACT FROM AUTHOR]

Background and Objectives: Since the Problem-Based Learning (PBL) is an efficient, well-accepted, learner-centered method in which the learner is active in the whole process of teaching and learning, it is a suitable method for teaching mathematical concepts. Nevertheless, the researchers have pointed out that the implementation of the PBL method in the traditional way faces serious limitations, such as shortage of financial resources, lack of time, and skilled educators. Therefore, implementing this method to benefit from the existing facilities in the electronic space including writing tools, access to shared resources, discussion and exchange of ideas among students, and sharing opinions and ideas is an undeniable necessity. The main purpose of the present study is designing a new software program based on problem-based learning (named as Facilitator Software) and investigating the effect of this software on the mathematical performance of third-grade high school students. The Facilitator Software was designed and implemented by consultation with a team of educational and mathematical technology experts to learn some of the mathematics topics of third-grade high school. This software provides an appropriate method for teaching mathematical concepts in electronic environments (e-environments) which results in increasing the students' activity in mathematics, saving time and educational expenses and providing an opportunity to take ongoing written examinations for students and online self-assessment in e-environments. Methods: The study was conducted by a random sampling method based on the pretest-posttest with a control group. As a result, two researcher-made mathematics pre-test and post-test were devised in the form of eight questions, each of which had 20 marks, from mathematics textbook of the third grade high school. Data collection was done using a teacher-made achievement test, with validity and reliability considerations. The content validity of the researcher-made mathematics tests was examined and verified by the Lawshe method. In addition, to evaluate the reliability of the mathematics tests, the split-half method was used. For this purpose, statistical software was used to examine and measure the reliability, based on the split-half reliability coefficient and, finally, for the mathematics tests, reliability was found to be 0.78. Participants in this study were 65 male and female students in the third-grade of two public high schools in Tehran. Based on simple random sampling, the Cochran formula, 32 students were selected as the experimental group and 31 students were chosen as the control group from one high school and in the same way, 33 students were selected as the experimental group and 30 students were chosen as the control group from another high school. The traditional method was used in the experimental groups and in the control groups the Facilitator Software was used to teach mathematical concepts. The data were then collected through mathematical tests and analyzed by exerting analysis of variance and post hoc tests. Findings: The results showed that there is a significant difference between the average scores of the control groups and those of the experimental groups in their post-test results. The average scores of the post-test for the experimental groups were higher than those of the post-test for the two control groups. Conclusion: On the whole, the findings showed that the idea of designing and using the Facilitator Foftware with emphasis on BPL in teaching mathematics has been successful and this software had a positive effect on the mathematical performance of the third grade high school students. ===================================================================================== COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================

Structural magnetic resonance imaging (sMRI) studies have shown that children that differ in some mathematical abilities show differences in gray matter volume mainly in parietal and frontal regions that are involved in number processing, attentional control, and memory. In the present study, a structural neuroimaging analysis based on radiomics and machine learning models is presented with the aim of identifying the brain areas that better predict children's performance in a variety of mathematical tests. A sample of 77 school-aged children from third to sixth grade were administered four mathematical tests: Math fluency, Calculation, Applied problems and Quantitative concepts as well as a structural brain imaging scan. By extracting radiomics related to the shape, intensity, and texture of specific brain areas, we observed that areas from the frontal, parietal, temporal, and occipital lobes, basal ganglia, and limbic system, were differentially related to children's performance in the mathematical tests. sMRI-based analyses in the context of mathematical performance have been mainly focused on volumetric measures. However, the results for radiomics-based analysis showed that for these areas, texture features were the most important for the regression models, while volume accounted for less than 15% of the shape importance. These findings highlight the potential of radiomics for more in-depth analysis of medical images for the identification of brain areas related to mathematical abilities. [ABSTRACT FROM AUTHOR]

Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study (sciences vs. humanities) appeared likely to influence students' attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety. [ABSTRACT FROM AUTHOR]

Structural magnetic resonance imaging (sMRI) studies have shown that children that differ in some mathematical abilities show differences in gray matter volume mainly in parietal and frontal regions that are involved in number processing, attentional control, and memory. In the present study, a structural neuroimaging analysis based on radiomics and machine learning models is presented with the aim of identifying the brain areas that better predict children’s performance in a variety of mathematical tests. A sample of 77 school-aged children from third to sixth grade were administered four mathematical tests: Math fluency, Calculation, Applied problems and Quantitative concepts as well as a structural brain imaging scan. By extracting radiomics related to the shape, intensity, and texture of specific brain areas, we observed that areas from the frontal, parietal, temporal, and occipital lobes, basal ganglia, and limbic system, were differentially related to children’s performance in the mathematical tests. sMRI-based analyses in the context of mathematical performance have been mainly focused on volumetric measures. However, the results for radiomics-based analysis showed that for these areas, texture features were the most important for the regression models, while volume accounted for less than 15% of the shape importance. These findings highlight the potential of radiomics for more in-depth analysis of medical images for the identification of brain areas related to mathematical abilities.

Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study (sciences vs. humanities) appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety.

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Emotional intelligence (EQ) is considered as an alternative issue in both fields of psychology and education. Studies that have been conducted in this area illustrate the role of emotional intelligence (EQ) and its components in different aspects of one's life such as academic achievement, occupation, and social relationships. Turning to a view to academic performance measurement, mathematics is considered as a science which can promote the learners' ability in order to respond to the ups and downs of every individual's life. Most of the previous papers have investigated the relationship between EQ and mathematical Performance. The main feature of those studies were focusing on statistical analysis. To deal with this issue, this study proposes an alternative procedure not only is interested in employing non parametric models, such as Data Envelopment Analysis (DEA), but also provides the statistical analysis to assess the questioned relation. The proposed procedure can serve as an evaluation tool for educational policy and students 'promotion. To do so, eighty-one individuals have been selected among Islamic Azad University (Yadegar -e-Imam Khomeini (RAH) branch) engineering students with simple random during the first midterm of academic year 2019-2020. Distributing a standard EQ questionnaire of Bradberry (2005) reveals EQ and its four components' scores. The average of three completed math scores have presented mathematical performance quantity. The results of Data Envelopment Analysis (DEA) point out no specific pattern between EQ and mathematical performance. The study also reveals that statistical analysis show a similar trend as efficiency analysis method did. [ABSTRACT FROM AUTHOR]

The analysis of the mathematical performance of the students favors the adjustment and individualization of the educational processes for this area of learning. Due to its relevance in daily life, the teacher must bear in mind the functionality and transfer of mathematical learning. The generalization of research that combines theory and practice is essential. In this sense, there are few studies at the curriculum level for mathematics related to the education of gifted and/or mathematically talented students. Thus, it becomes pertinent to analyze such mathematical skills and the factors in which these students stand out. The purpose of this study is to analyze the types of mathematical reasoning and representations based on problem-solving tasks expressed by gifted students on an educational level with a good performance in the area of Mathematics. Forty-two students were evaluated as gifted, and were compared with 52 high-performance students in terms of age and school year (10-15 years old). The existence of statistically significant differences in certain tasks and representations was verified, with the schoolchildren with the greatest potential showing more complex representations and more elaborate reasoning. Knowing the nature of the potentialities favors the individualization of the educational processes. [ABSTRACT FROM AUTHOR]

Pervasive congruency effects characterize approximate number discrimination tasks. Performance is better on congruent (the more numerous stimulus consists of objects of larger size that occupy a larger area) than on incongruent (where the opposite holds) items. The congruency effects typically occur when controlling for nonnumeric variables such as cumulative area. Furthermore, only performance on incongruent stimuli seems to predict math abilities. Here, we present evidence for an attentional-bias induced by stimulus control (ABC) where preattentive features such as item size reflexively influence decisions, which can explain these congruency effects. In three experiments, we tested predictions derived from the ABC. In Experiment 1, as predicted, we found that manipulation of size introduced congruency effects and eliminated the correlation with math ability for congruent items. However, performance on incongruent items and neutral, nonmanipulated items were still predictive of math ability. A negative correlation between performance on congruent and incongruent items even indicated that they measure different underlying constructs. Experiment 2 demonstrated, in line with the ABC account, that increasing presentation time reduced congruency effects. By directly measuring overt attention using eye-tracking, Experiment 3 revealed that people direct their first gaze toward the array with items of larger individual size, biasing them towards these arrays. The ABC explains why the relation between performance on approximate number discrimination tasks and math achievement has been fragile and suggests that stimulus control manipulations have contaminated the results. We discuss the importance of using stimuli that are representative of the environment. [ABSTRACT FROM AUTHOR]