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We use administrative data ($N = 61,553$ N = 61 , 553) on Finnish individuals who started university studies between 1991 and 2015 to explore whether mathematics and Finnish scores in upper secondary school matriculation examinations are related to university performance. We find that mathematical and verbal skills are complementary in predicting university course completions and grades. [ABSTRACT FROM AUTHOR]

Children's development during early childhood affects their well-being and educational success, but there are few reliable assessment instruments available. The aim of the study was to develop, pilot and validate an e-assessment instrument for assessing five-year-old children's development in cognitive processes, learning, language and mathematical skills. The tablet-based instrument was piloted in Estonia in 11 kindergartens with 122 children. The teachers guided the children one by one over several days. The instrument was validated using teachers' evaluations of the sampled children's skills. The results showed positive associations in expected skill areas supporting the claim of the instrument being valid for assessing young children's development. [ABSTRACT FROM AUTHOR]

Early mathematical skills contribute to later school performance and socio-economic status. Working memory is related to mathematical skills, but spatial and language skills have independent effects on separate areas of mathematical skills such as solving word problems or arithmetic skills. In this study, 9- to 10-year-old children's (N = 57) cognitive and mathematical skills were assessed three times over 2 years. Spatial reasoning was associated with performance in solving word problems and working memory with performance in the arithmetic test. Regarding word problems, girls outperformed boys. Also, the second-language learners performed similarly to the native speakers in the beginning and in the end of the third grade, but worse in the end of the fourth grade. The results suggest that the students’ inadequate mastery of the school language may lead to underachievement in mathematics, implying that further efforts should be invested in supporting their language learning. [ABSTRACT FROM AUTHOR]

By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child's development based on the data obtained from a sample of 1346 s to sixth grade children. On the basis of correlation analyses and exploratory factor analyses, we came up with an invariant four-factor structure for each grade. The four factors obtained were the following: (a) early and retrieval skills (subitizing, enumeration, number facts) (b) transcoding and ordinality skills, (c) numerical advanced skills and (d) visual-spatial advanced skills. Confirmatory factor analyses showed that the four-factor model fits well to the data (RMSEA < 0.06, CFI > 0.95, GFI > 0.93, SRMR < 0.05) at all grades. The associations between the mathematical measures were captured in each factor and the revealed invariant structure is discussed and compared with previous classification models of mathematical skills. Given that the difficulties in learning mathematics is currently being viewed as a continuum of academic abilities instead of a distinct problem, the underlying invariant four-factor structure can facilitate experts and educators to better understand how a broad area of mathematical skills are related across the primary education, in order to carry our comprehensive assessment of both the mathematical strengths and weaknesses of their students and to apply the appropriate customized teaching strategies. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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.)

This study analyzed the mediating role that implicit theories of intelligence and academic self-efficacy may play in the relationship between psychopathology and mathematical performance. The sample consisted of 838 students from first and second year of high school. A numerical calculation test was applied, followed by psychopathology self-report scales, implicit theories of intelligence, and academic self-efficacy. Serial multiple mediation models were tested. The results showed a complete mediation of the effect of psychopathology on mathematical performance through implicit theories of intelligence and academic self-efficacy. The effect of entity theories of intelligence on mathematical performance was both direct and through academic self-efficacy, whereas the effect of incremental theories of intelligence was only through academic self-efficacy. Identifying the variables that mediate the relationship in question is crucial to develop targeted interventions to prevent the development of a vicious circle between psychopathology and poor school performance. [ABSTRACT FROM AUTHOR]

The study evaluated the effects of board games on children in a range of cognitive areas, considering both inclusion (i.e. pre- and post-comparisons, playing style [board games], participants belonging to PreKinder and Kindergarten, and experimental approach) and exclusion criteria (i.e. video games). Nineteen articles were selected using both PsycInfo and PubMed as databases. All of them, except one study, focused on exploring the relationship between board games and mathematical knowledge and numerical skills. These studies show that in 52% of the analysed tasks, significant gains were found considering pre- and post-comparisons in math skills. When comparing intervention and control groups, significant differences appeared for 32% of the cases. Board games enhance mathematical abilities for children from 45.6 to 100.6 months since they help achieve statistically significant gains. Future studies should be designed to explore the effects that these games could have on other cognitive and developmental skills. [ABSTRACT FROM AUTHOR]

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

Abstract By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child’s development based on the data obtained from a sample of 1346 s to sixth grade children. On the basis of correlation analyses and exploratory factor analyses, we came up with an invariant four-factor structure for each grade. The four factors obtained were the following: (a) early and retrieval skills (subitizing, enumeration, number facts) (b) transcoding and ordinality skills, (c) numerical advanced skills and (d) visual-spatial advanced skills. Confirmatory factor analyses showed that the four-factor model fits well to the data (RMSEA 0.95, GFI > 0.93, SRMR

The goal of the study was to determine the relationship between parental involvement, mathematical skills, and students' mathematics performance. The researchers employed a descriptive correlational research design to determine the relationship between math performance, parental involvement, and mathematical skills. The participants of the study were 67 first-year and 56 second-year education students of private university currently enrolled during the second semester of the school year 2022-2023. Total Enumeration Sampling technique was used in the selection of the participants. Likewise, adapted survey questionnaires were used to ascertain the level of parental involvement, mathematical skills, and students' mathematics performance. The findings of the study revealed that the students have a moderately high level of parental involvement from their parents and a high level of mathematical skills in terms of interest and study habits but have a low performance in mathematics. Thus students' math performance is not directly affected by the students' parental involvement of their parents, interest, and study habits. Despite the high level of parental involvement and mathematical skills most of the students still have difficulty in mathematics. [ABSTRACT FROM AUTHOR]

The flexible learning modality empowers both learners and teachers to adjust to a variety of learning styles, preferences, and circumstances. This approach acknowledges the diverse needs of students, offering a range of alternatives beyond the traditional, one-size-fits-all educational model. In this study, a flexible learning material was designed as a strategic innovation to enhance the mathematical skills of Grade 10 students at Esperanza National High School for the school year 2022-2023. The primary tool used was adapted from the Grade 10 Mathematics Self-Learning Modules provided by the Department of Education, focusing on the Quarter 1 lessons. These materials were designed to target key skills, including comprehension, computation, vocabulary, and the recognition of mathematical symbols. The research employed a quantitative methodology, specifically a quasi-experimental design. The findings revealed that students in the experimental group, who were exposed to the blended learning modality using the flexible learning materials created by the researcher, showed significant growth in their problem-solving abilities and overall mathematical competence. In contrast, students in the control group, who continued with conventional learning methods, demonstrated little to no improvement. The results highlight that learner engaged in the blended learning modality outperformed their peers, scoring considerably higher than those taught through traditional methods. Overall, the flexible learning modality proved to have a highly positive impact on students' mathematical skills, promoting adaptability and resilience in problem-solving. [ABSTRACT FROM AUTHOR]

Scientific and technological developments rely strongly on mathematical skills. However, mensuration is a challenging topic in school mathematics, leading to poor performance by many students. Various factors are responsible for the unsatisfactory performance, including inappropriate teaching methods where students passively absorb knowledge transmitted through reading and explanations of textbook contents. Thus, this study examined how a cooperative learning method affected students' performance in mensuration. A quasi-experimental research design was used in the study. The sample comprised two intact classes of 80 students assigned to experimental and control groups selected from one senior secondary school in Ogun State. Data were collected using an adopted standardised mensuration achievement test (MAT), which takes an analytical approach that includes problem-solving, geometric reasoning, formula application, and conceptual comprehension. The results showed a statistically significant difference between the mean score (M=11.18, SD=3.09) of students taught mensuration using the cooperative learning method and the mean score (M=7.66, SD=3.32) of students taught mensuration without using the learning method of teaching (t (78)=9.50, p=0.00). Also, the mean score varied statistically significantly (M=7.66, SD=2.63) of male students taught mensuration using the cooperative learning method and the mean score (M=8.73, SD=3.08) of female students taught mensuration without using the learning method of teaching (t (78) = 6.58, p=0.00). Therefore, cooperative learning in mathematics classrooms fosters students' ability to create and achieve learning objectives.

Although smartphones are equipped with accessibility functions, they still pose significant problems for visually impaired people. Sometimes these functions cannot fulfil the expectations of users. Early mobile devices had physical buttons and a keypad, and visually impaired users could navigate around the keypad using the tactile markers on the buttons. However, the lack of tactile markers makes it much more difficult to operate a touchscreen device. This paper describes an e-learning platform that is designed to improve the accessibility of smartphone applications for students who are visually impaired but have some useful vision. A User-Centered Design approach was used to develop an effective solution for visually impaired students. A study was conducted during the development of the described platform, and the results showed that our suggested design improves task completion time as compared to the initial version. Participants also expressed higher levels of satisfaction when using the improved design of this platform. The modified design was also assessed using the Mobile Application Rating Scale (MARS), and the results indicate that it is quite reliable and rated well among visually impaired children. Furthermore, developers can use our suggested design guidelines such as clear navigation, color contrast, immediate feedback, icon arrangements, button and text size in the development of new applications. [ABSTRACT FROM AUTHOR]

This study was conducted with the goal of identifying participatory communication methods employed by special education teachers for demonstrating mastery of mathematical skills of algebra and geometry to pupils with moderate hearing impairment (H.I.) at higher secondary level in Punjab, Pakistan. Special education teachers teaching to pupils with hearing impairment in the special education institutions of the Punjab province made up the population of the study. Convenience sampling technique was used to choose the sample of the sixty special education teachers. The researcher collected data by using a structured self-developed questionnaire. Descriptive statistics and inferential statistics were used to describe the data. The findings of the study demonstrated no significant difference (p> .05) in participatory communication methods used by special education teachers for demonstrating mastery of mathematical skills of algebra and geometry to pupils with moderate hearing impairment based on gender, designation and district. The results of this study showed that participatory communication methods can help increase pupils' mathematical knowledge and improve outcomes. It was recommended that special education need to be flexible and understand how their pupils learn best. [ABSTRACT FROM AUTHOR]

Mathematical skills significantly predict students' educational paths. Mathematical achievement varies depending on the student's socioeconomic status (SES). However, the extent of the SES gap for specific mathematical skills remains unclear. In this cross-sectional study, we examined age variations by SES in three mathematical skills, applied problem-solving, arithmetic fluency, and written calculations, among students aged 7–12 in a socioeconomically segregated educational context. The contributions of the home environment and schools on SES gaps were also explored. The analytical sample comprised 10,665 students (49.2% girls, Mage = 10.1, SD = 1.3 years, 13.4% from Indigenous ethnic groups) from the Chilean Early Childhood Longitudinal Survey (Encuesta Longitudinal de Primera Infancia). Linear models revealed SES gaps across the three mathematical tasks at the beginning of primary education. The widest gap was observed in written calculations, which was moderated by the home environment. The findings also showed an exponential increase with age in the SES gap for written calculations and arithmetic fluency. However, for applied problem-solving, the initial gap increased and remained constant. Furthermore, schools accounted for 19%–21% of the variance related to the change of the SES gap in all three mathematical skills. The findings shed some light on the role of the home environment and the schools in maintaining, increasing, or decreasing socioeconomic gaps in specific mathematical skills at different ages. Educational Impact and Implications Statement: This study investigated socioeconomic disparities in student's performance in three mathematical skills across primary education. The findings showed lower mathematical performance for low-socioeconomic status (SES) students than for middle- and high-SES students at the beginning of primary school. The home environment, particularly the verbal and emotional responses of caregivers, and the access to learning materials, significantly reduced the SES gap in mathematics achievement at Age 7. However, the SES gaps in mathematics persisted or increased throughout primary education, underscoring the need for early interventions and increased school involvement to address these disparities effectively. [ABSTRACT FROM AUTHOR]

Cognitive benefits have been reported in early bilinguals as well as in children attending a Content and Language Integrated Learning (CLIL) school programme. Recent findings, however, show divergent results. These inconsistent findings seem to be attributable, among other factors, to the divergent tasks applied. This study aimed to determine whether a two-year CLIL programme has positive effects by applying the same tasks for which advantages were shown previously and to examine whether potential gains might impact children's academic performance. Thirty 7-year-old French-speaking pupils who had been enrolled in a CLIL programme since the age of 5 and 30 French-speaking monolinguals following a traditional school programme were compared on different attentional and executive tasks after being matched on potential confounding variables. No attentional and executive differences were observed, but a significant effect was observed in favour of monolinguals on a task assessing mathematical skills. The implications of these results are discussed. Résumé: Des bénéfices cognitifs ont été rapportés chez des bilingues précoces ainsi que chez des enfants suivant un programme scolaire d'enseignement d'une matière par l'intégration d'une langue étrangère (EMILE). Cependant, des résultats récents montrent des divergences. Ces résultats incohérents semblent être attribuables, entre autres facteurs, aux différentes tâches appliquées. Cette étude visait à déterminer si un programme EMILE de deux ans a des effets positifs en appliquant les mêmes tâches pour lesquelles des avantages ont été démontrés précédemment et à examiner si les gains potentiels peuvent avoir un impact sur les performances scolaires des enfants. Trente élèves francophones de 7 ans inscrits dans un programme EMILE depuis l'âge de 5 ans et 30 monolingues francophones suivant un programme traditionnel ont été comparés sur différentes tâches attentionnelles et exécutives après avoir été appariés sur plusieurs variables confondantes potentielles. Aucune différence attentionnelle et exécutive n'a été observée, mais un effet significatif a été observé en faveur des monolingues dans une tâche évaluant les compétences mathématiques. Les implications de ces résultats sont discutées. [ABSTRACT FROM AUTHOR]

Poor maths skills are associated with negative outcomes throughout life, such as lower academic qualifications, decreased professional success and socio-economic results. Mathematical skills emerge continuously throughout childhood and those that children acquire in pre-school are crucial for activities that support analytical thinking, problem-solving and reasoning and argumentation skills. Many of these activities are related to motor skills, since certain cognitive and motor areas of the brain are activated simultaneously when solving maths problems. Of all motor skills, visuomotor integration skills have been documented as those that are most consistently positively and significantly associated with maths performance in pre-school children. These skills are influenced by visual perception (spatial and attention skills), fine motor coordination and gross motor skills. Early intervention can improve visuomotor integration skills in pre-school children. Of all skills that make up visuomotor integration, spatial skills, in addition to being the first skills to influence numerical knowledge and the recognition of geometric shapes, are also those skills that form part of the majority of programs and activities to be worked on with preschool children for the development of mathematical concepts. However, most intervention programs or activities to develop spatial skills are carried out in the classroom, usually through activities involving handling small objects. In this sense and given the significant association between visuomotor integration skills and gross motor skills, the main objective of this study was to list a set of activities to develop spatial skills, with a strong involvement of gross motor skills, in a classroom, playground or home context. [ABSTRACT FROM AUTHOR]

The implementation of ludic approaches in the teaching of mathematics has generated a growing interest due to its potential to improve learning and academic performance in this discipline. The objective of this study was to design a system of ludic tasks for the development of mathematical problem-solving skills in sixth grade elementary school students. The sample consisted of 43 sixthgrade students of the Luis Alfredo Noboa Icaza Educational Unit during the 2023-2024 school year, divided into an experimental group (n=22) and a control group (n=21). A combination of classroom observation, pre-and post-tests, validation by expert criteria and statistical analysis was used, including the Mann-Whitney U test. The results revealed that the experimental group experienced significant improvements compared to the control group in terms of cognitive, procedural, and attitudinal skills related to mathematical problem-solving. The implementation of playful activities such as the "Math Treasure Hunt" and the "Math Problem Challenge" fostered a stimulating educational environment that promoted active participation, collaboration among students, and the practical application of mathematical concepts. These findings suggest that the integration of playful tasks in the curriculum can be an effective strategy to improve mathematics learning at the elementary school level. [ABSTRACT FROM AUTHOR]

In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the protective role of self-concept for mathematical learning and performance. In a field study, we tested the relation of math self-concept and short-term visuo-spatial working memory to the mathematical abilities of second- grade primary school children in Italy (N = 105). Measures included the "Test for the evaluation of calculating and problem-solving abilities" (AC-MT 6–11), the backward Corsi blocks test (Battery for Visuo-Spatial Memory), and the mathematics self-concept sub-scale of the Self-Description Questionnaire-I (SDQ-I, Italian version). As expected, correlation and moderated regression analyses showed that mathematics self-concept and working memory both positively predict mathematical operations and numeracy, but not accuracy. Simple slope analysis confirmed our moderation hypothesis, with working memory predicting mathematical abilities at low levels of math self-concept, but not at medium and high levels. The theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

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The objective of this article is to evaluate an application built using Classcraft for learning integration techniques and determine its effectiveness in terms of learning and participant motivation. The evaluation of the application contributes to understanding the potential of game-based apps as effective teaching tools. The methodology used in the evaluation consisted of administering a survey to the participants to gather information about their experience with the application. The survey consisted of qualitative questions, where the evaluated aspects included the perception of the design of the application, its formative nature, as well as open-ended questions that allowed students to express positive aspects and areas for improvement. The results of this work indicate that the application was well-received by the participants, most participants reporting a positive evaluation, reduced stress, clarity in the exercise development, acquisition of new knowledge, motivation, and skill development. In conclusion, the evaluation results support the participants' positive perception of the integration topic and demonstrate the potential of game-based apps as effective teaching tools. These findings suggest that gamification is a promising strategy to improve assessment, learning, and motivation in the context of teaching integration techniques. [ABSTRACT FROM AUTHOR]

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Poor maths skills are associated with negative outcomes throughout life, such as lower academic qualifications, decreased professional success and socio-economic results. Mathematical skills emerge continuously throughout childhood and those that children acquire in pre-school are crucial for activities that support analytical thinking, problem-solving and reasoning and argumentation skills. Many of these activities are related to motor skills, since certain cognitive and motor areas of the brain are activated simultaneously when solving maths problems. Of all motor skills, visuomotor integration skills have been documented as those that are most consistently positively and significantly associated with maths performance in pre-school children. These skills are influenced by visual perception (spatial and attention skills), fine motor coordination and gross motor skills. Early intervention can improve visuomotor integration skills in pre-school children. Of all skills that make up visuomotor integration, spatial skills, in addition to being the first skills to influence numerical knowledge and the recognition of geometric shapes, are also those skills that form part of the majority of programs and activities to be worked on with pre-school children for the development of mathematical concepts. However, most intervention programs or activities to develop spatial skills are carried out in the classroom, usually through activities involving handling small objects. In this sense and given the significant association between visuomotor integration skills and gross motor skills, the main objective of this study was to list a set of activities to develop spatial skills, with a strong involvement of gross motor skills, in a classroom, playground or home context.

Mathematics is the subject in which many school-age children reveal difficulties. The literature has shown that fine motor skills, namely fine motor coordination and visuomotor integration, have been more robustly associated with mathematical performance. Studies have shown the importance that instruments have to evaluate these skills, however, the characteristics of these instruments do not fit the reality of kindergartens, they are usually time consuming and expensive and are usually administered by specialists. Thus, the main objective of this study was to identify, select, adapt and validate motor tests to evaluate fine motor skills associated with mathematical skills to allow the kindergarten teachers to apply them simultaneously to the class, with few material resources, in a short period of time and without the need for a lot of training to apply, score and classify. For this purpose, firstly, it was necessary to understand the main difficulties highlighted by kindergarten teachers regarding the use of instruments to evaluate fine motor skills and, thus, elaborate criteria to identify and select the tests that best fit the reality of kindergartens. The test identified, selected and adapted to evaluate fine motor coordination was threading beads from the Movement Evaluation Battery for Children, 2nd Edition. The main adaptation of the test was related to time, that is, instead of counting the time it takes the child to string the total number of cubes on the string, we counted the number of cubes the child strung on the string in a pre-defined time. To evaluate visual–motor integration, the test identified, selected and adapted was the Visual–Motor Integration (6th Edition) test. The main adaptation was related to material resources, that is, it will be possible to apply the test using only one sheet per child instead of the seven suggested by the original test. After the preliminary adaptation of the tests, their validation was performed by means of the degree of reliability (test-retest) and predictive validity. The results indicated that the adapted tests presented an excellent degree of reliability (>0.9) and could therefore be used to administer them simultaneously to the class group. The adapted Visual–Motor Integration test seems to be the most suitable one to be used by kindergarten teachers, in a classroom context, to simultaneously evaluate students’ fine motor skills and associate their results with mathematical skills.

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This study aims to empirically document purposeful play activities' impact on developing kindergarten children's mathematical concepts and skills in Saudi Arabia during the academic year 2021- 2022. The study employs a quasi-experimental two groups quantitative design. The study conducts on a random sample of kindergarten children. The control group and experimental group each consisted of 20 children. The study was based on analyzing the pre and post-test for these groups to investigate the impact of purposeful play activities on the following pre-number skills: classification, sequencing, matching, and geometric shapes. In addition, the mathematical aptitude of focusing on counting from one to ten was also considered and analyzed. The study shows that the impact of purposeful play activities is positively significant. The Mann-Whitney U test was used as it was considered to be more appropriate to the applied conditions. The study recommends that early childhood teachers should integrate purposeful play activities to enhance children's learning of pre-number and number skills. [ABSTRACT FROM AUTHOR]

The strength and development of the relationship between mathematical and motor skills is explored across three age groups of normally developing children. The presence of this relationship is postulated in classical accounts of human development. In contemporary research, the existence of a relationship between motor development and the development of abstract concepts may inform theories of embodied cognition. Existing work supports a link between fine motor skills and various numerical and mathematical tasks in young children; however, few attempts have been made to investigate this relationship across different ages. We use a cross-sectional design to investigate the link between fine motor and mathematical skills in samples of 81–96 Kindergarten, 2nd-grade, and 4th-grade children. Bayesian correlations were performed to explore the relationship between fine motor skills and mathematical skills at different time points. The results show that correlational patterns vary across the three ages: in Kindergarten, manual dexterity of the dominant hand is related to math skills, in 2nd grade, the manual dexterity of the nondominant hand is related to math skills; and finally in 4th grade no such correlations are observable. These findings contribute to understanding the developmental trajectory of the relationship between motor skills and mathematical abilities and the internalization of numerical embodiment. Further investigation is needed to determine if fine motor skills can serve as an early indicator of mathematical skill development risk. Future work could also explore whether incorporating spatial and motor elements into mathematical tasks through whole-body or finger movement training supports the development of mathematical skills.

Purpose: The study of mathematics helps students develop their cognitive abilities. By emphasizing the quantitative and dimensional characteristics of the objects, it establishes the basis for logical reasoning. In mathematics, students who are visually challenged often struggle with a lack of conceptual understanding and difficulties with the disequilibrium stage of the reasoning process. (Jones, 2018). Design/Methodology/Approach: The purpose of this research is to inquire into the difficulties and solutions utilized by primary school educators who work with students who have vision problems. The main objective of the research was to provide an overview of mathematics educators' current efforts to incorporate a multi-sensory approach into their pedagogy for students with impaired vision. It was a quantitative research and descriptive research design was used. The study comprised 100 school-level VI special education teachers. Data for this study was collected via convenient sampling. Findings: The statistical analysis showed that the majority of teachers were not utilizing the multisensory approach (tactile, auditory & kinesthetic etc.) and helping material to improve the mathematical skills of the VI students. Most of the teachers lacked specialization in mathematics, and learning conditions were unsuitable while teaching mathematics to SWVI. Majority of Teachers were not utilizing multisenses while teaching mathematics to students with visual impairment. Implications/Originality/Value: This study indicates that SWVI were facing problems because their teachers were not utilizing appropriate teaching material while teaching mathematics, lacked effective teaching skills and there was an inappropriate use of adaptive tools while teaching mathematics to SWVI. p-Value 0.016 is < 0.05. displays that there is a statistically significant difference in the opinion of the teachers based on their educational qualifications on the importance of using a multisensory approach to enhance the mathematical skills of SWVI.

Mathematics is the subject in which many school-age children reveal difficulties. The literature has shown that fine motor skills, namely fine motor coordination and visuomotor integration, have been more robustly associated with mathematical performance. Studies have shown the importance that instruments have to evaluate these skills, however, the characteristics of these instruments do not fit the reality of kindergartens, they are usually time consuming and expensive and are usually administered by specialists. Thus, the main objective of this study was to identify, select, adapt and validate motor tests to evaluate fine motor skills associated with mathematical skills to allow the kindergarten teachers to apply them simultaneously to the class, with few material resources, in a short period of time and without the need for a lot of training to apply, score and classify. For this purpose, firstly, it was necessary to understand the main difficulties highlighted by kindergarten teachers regarding the use of instruments to evaluate fine motor skills and, thus, elaborate criteria to identify and select the tests that best fit the reality of kindergartens. The test identified, selected and adapted to evaluate fine motor coordination was threading beads from the Movement Evaluation Battery for Children, 2nd Edition. The main adaptation of the test was related to time, that is, instead of counting the time it takes the child to string the total number of cubes on the string, we counted the number of cubes the child strung on the string in a pre-defined time. To evaluate visual–motor integration, the test identified, selected and adapted was the Visual–Motor Integration (6th Edition) test. The main adaptation was related to material resources, that is, it will be possible to apply the test using only one sheet per child instead of the seven suggested by the original test. After the preliminary adaptation of the tests, their validation was performed by means of the degree of reliability (test-retest) and predictive validity. The results indicated that the adapted tests presented an excellent degree of reliability (>0.9) and could therefore be used to administer them simultaneously to the class group. The adapted Visual–Motor Integration test seems to be the most suitable one to be used by kindergarten teachers, in a classroom context, to simultaneously evaluate students' fine motor skills and associate their results with mathematical skills. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Miradas is the property of Universidad Tecnologica de Pereira 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.)

Mathematical skills are important for individuals with intellectual and developmental disabilities (IDDs) to function and be independent in their daily life. Learning math skills is more crucial since people with IDDs have weak social, practical, and conceptual skills. The main purpose of this quantitative study is to identify the problems faced by special education teachers in teaching mathematical skills to students with IDDs. Population of the study consisted of special education teachers working in Lahore. A sample of 80 special educationalists selected purposefully from different special education schools in Lahore. Researchers used self-developed questionnaire to take responses from respondents. Researchers analyzed the data by using parametric statistic. Frequency distributions of teacher's responses were calculated. Major findings revealed that special education teachers face a little problem in teaching pre-number concepts but face a lot of problems in teaching division, subtraction and addition in mathematical operations. Conclusion was drawn and recommendations were given to parents and teachers to overcome the issues regarding mathematical skills of students with IDDs. [ABSTRACT FROM AUTHOR]

Copyright of Slavonic Pedagogical Studies Journal is the property of Slovenska Vzdelavacia a Obstaravacia s.r.o. 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.)

The aim of this study was to develop didactic games that enhance the mathematical skills of young children. The participants were 22 students aged 5-6 years, who were enrolled in a kindergarten class at Rajamangala Demonstration Kindergarten School in Thailand. This research used quantitative research method. The quasi-experiment was conducted over an 8-week period, 3 days per week, with each session lasting for 40 minutes. The research utilized various instruments, such as an experience activity plan, educational media, an early childhood mathematics skills observation form, and a satisfaction assessment form. Mean, standard deviation, and One-way ANOVA were used for data analysis. The findings indicated a significant improvement in the mathematical skills of the young children at a level of .01 significance, and the satisfaction of the teachers and educational personnel was high. [ABSTRACT FROM AUTHOR]

The aim of this study is to classify the subjects and skills of middle school mathematics course in the context of MATH Taxonomy and to determine their relations. For this purpose, the questions and answers related to the mathematics subtest of a national exam were analyzed over the answers of 20154 students. The study continued with the analysis of the data set containing the answer patterns of the students according to the rules of association of data mining methods by using RapidMiner program and FP-Growth algorithm. The results show that students with any level of skill in MATH taxonomy related to mathematical skills could perform skills in subcategories at a high rate. Students who have attainment in the learning areas provided later in the mathematics program had a high rate of knowledge in the previously provided learning areas. However, this result is not valid for Probability of Simple Events. [ABSTRACT FROM AUTHOR]

This study aimed to adapt the Get Set2 quiz and design a diagnostic quiz for implementation under assumed knowledge admissions into university science degrees. The GetReady Quiz that was designed, comprised five modules benchmarked against the high school curriculum in Mathematics, Chemistry and Biology. The significance of this study stems from the development of an alternate approach to support students, with deficiencies in mathematical skills, who enter university STEM programmes with recommended foundational knowledge in mathematics and science. A mixed-mode research methodology was employed in which quiz design was coupled with implementation and evaluation with a pilot study. The GetReady Quiz design featured five discipline modules in Mathematics, Chemistry and Biology, with progression of question difficulty. Knowledge gaps and apparent difficulties for some students with conceptual understanding were evident. Students displayed a realization of their lack of knowledge by reporting that completion of the GetReady Quiz helped them identify areas for revision. The findings indicated that the GetReady quiz was appropriate for assumed knowledge self-diagnosis for commencing students. Approaches to diagnostic testing, such as the GetReady Quiz, should be recommended, if not compulsory, for university students who commence study with STEM assumed knowledge admission. [ABSTRACT FROM AUTHOR]

This study assessed whether the links between early maternal employment and children's school readiness have changed over time. Research has examined mothers' labor force participation and its associations with children's well-being. As maternal employment has become more normative, these associations may have changed, particularly among subgroups of families. Data come from two large, longitudinal samples of children born in the U.S. in 1991 (N = 1042) and in 2001 (N = 7850). OLS regression models estimated changes between cohorts in the associations between early maternal employment and children's reading/language skills, math skills, and conduct problems at age 4 and school entry. Despite similar prevalence rates of maternal employment by 9 months between the 1991 and 2001 samples, there were differences in the demographic characteristics of mothers in each employment pattern over the decade. Examining associations between the early maternal employment patterns and children's school readiness, results revealed that full time employment by 9 months in comparison to non-employment shifted to having more positive associations with reading/language skills at age 4 and school entry from 1991 to 2001. However, full time maternal employment by 9 months was associated with children's higher conduct problems at school entry in 1991 and 2001, and by 2001, part time employment had similar repercussions. The results differed by family income. There have been small changes in the associations between early maternal employment and children's school readiness over time. Highlights: Full time employment by 9 months shifted to having more positive links with reading/language skills from 1991 to 2001. Full time maternal employment by 9 months was associated with children's higher conduct problems in 1991 and 2001. Changes in the associations between maternal employment and school readiness differed by family income. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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.)

Blended learning facilitates the learning needs of students with maximum study time. Students will be more ready to accept material in class because they have previously studied the material at home. Previous research investigating the effect of implementing blended learning in improving math skills showed ambiguous results. Based on this gap, the purpose of this study was to examine the effect of blended learning in improving students' mathematical abilities using a meta-analytic research design. This meta-analytic study synthesized 37 effect sizes derived from 26 primary studies. The results of the study obtained a combined effect size of (d=1.01; p=0.00), this effect size is in the large effect category. It can be concluded that the use of blended learning has a major effect on students' mathematical abilities when compared to traditional learning. The results of the research based on the moderator variable show that the effect of the blended learning model on math skills is different based on the type of skill (Qb=20.10; p=0.00), media platforms (Qb=4.12; p=0.04), grade of education (Qb)=20.14; p=0.00), and type of publication (Qb=12.71; p=0.00). However, there was no difference based on the sample size group (Qb=0.20; p=0.65). The results of this study can enrich insights into knowledge about the effectiveness of applying blended learning in improving math skills, so that it can be used as a basis for making the right decisions for stakeholders. [ABSTRACT FROM AUTHOR]

This research describes the teachers' conceptions about the competences in mathematics as regulators in the quality of education in the different Educational Institutions in Caquetá. That is why the purpose of this document is the characterization of the conceptions of math competences in teachers from the municipality of Florencia focused on the curricular contents, didactic and learning assessment to identify if there are significant differences between the emerging categories in relation to their function, capacity and performance of their applicability by the teachers. Due to the mixed nature of the inquiry, a scope is chosen where teacher's situations, customs and attitudes are described in face of the dependent and independent variables of the sample. The data was collected through the implementation of structured surveys to 73 mathematics teachers which were analyzed by the ANOVA variance index from the Statistical Package for the Social Sciences program; finding multifactoriality in the conceptions when identifying and describing 16 emerging categories related to mathematical thinking, classroom work and content assessment instruments, resulting in the Significant Sociocultural Learning the most prevalence. Due to the above, the research is a strategic description for the reality of teaching knowledge about the implementation of educational components (competencies) described by the Ministry of National Education. [ABSTRACT FROM AUTHOR]

The sixth students of the José Consuegra Higgins District Educational Institution (Barranquilla, Colombia) present low academic performance in the mathematical skills of Interpretation and representation. In this context, a didactic strategy is supported by the creation of digital educational resources in eXelearning. From a quantitative approach, descriptive scope, and type of quasi-experimental design with four groups of students; The methodology was approached from the diagnostic, design, implementation, and evaluation phases. The results of the pretest and posttest data of the parametric Student's t-test for related groups, applied to the control group, yielded a sig. Bilateral = 0.775 > 0.05 indicating that there is no statistically significant difference between the pretest and posttest of the control group; On the other hand, the Wilcoxon non-parametric test for related groups applied to the experimental group yielded a two-sided sig.=0.00 < 0.05, in this sense there is a statistically significant difference between the pretest and posttest of the experimental group. Consequently, it is concluded that the pedagogical intervention achieved an improvement in the development of the mathematical skills of Interpretation and representation. [ABSTRACT FROM AUTHOR]

Learning processes require the development of specific skills. In this process, logicalformal thinking and mathematics favor the scope of critical thinking, deep reflection on reality, in addition to interconnecting the student with various academic disciplines, showing the transversal nature of these processes. Mathematics, due to its breadth and its status as a formal science, is related to philosophical thought, to pedagogical praxis, to evaluative processes that, in short, guide the insertion of students in social settings. By virtue of the above, this research proposes a model of an evaluation model to achieve the scope of mathematical skills in secondary school students. The documentary analysis was carried out using the prism methodology. As a result, a multidimensional stochastic model can be seen, under the STEAM evaluation approach, of an inclusive nature, which covers various aspects to consider, such as: gamification, project-based learning, problem-based learning and didactic engineering. The pedagogical bases that support it rest on sociocultural learning, dialogic learning, with a formative evaluation approach, emphasizing the evaluation leading to the achievement of the students' potentialities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Creativity is the property of Journal of Sports Creativity 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.)