When Mothers’ Worth Depends on Their Children’s Achievements: The Mediation of Mothers’ Interactions in Preschoolers’ Math Interest

The teaching of the subject Mathematics in the Modern World is one of the new course in the first year college requires teachers to be a high tech teacher-leader or teacher-manager in their respective classrooms. This study surveyed freshmen college students in Math 11(Mathematics in the Modern) on their level of interest, attitudes, and academic performance and did a correlational approach to the gathered data. It also adopted the Performance Analysis Quadrant (PAQ) for employees by Jones (1993 to analyze the relationship of the factors like attitudes towards Mathematics and the level of performance indicated by the freshmen students in the areas of Mathematics. The results showed that:That most of the students have low interest and unfavorable attitude in Math 11(Mathematics in the Modern World) in which most of them have grades of 80 to 84%. The correlation of the level of interest in Math and academic performance is “positive moderate correlation”, while the attitude and level of interest in Math is” positive low or weak correlation”, and the attitude and academic performance is also “positive low correlation.” This implies that as attitude change, the academic performance also changes moderately. “The performance analysis quadrant revealed that most of the students have satisfactory performance but with unfavorable attitudes towards Math 11(Mathematics in the Modern World). Thus, the level of interest can contribute to the attitudes and the academic performance of the students in Math 11.

This study investigated cross-lagged associations between parental trust in a child’s teacher and children’s academic interest across Grades 1–4 in primary school. Parents rated trust in their child’s teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child’s teacher predicted the child’s high interest in math. In addition, the child’s high interest in reading in Grade 2 was related to the father’s subsequent trust in the teacher.

Teachers’ classroom behaviors and their effects on student learning have received significant attention from educators, because the quality of instruction is a critical factor closely tied to students’ learning experiences. Based on a theoretical model conceptualizing the quality of instruction, this study examined the characteristics of instructional quality represented by cognitive activation, student-oriented teacher behavior, class management, and learning support and investigated the relationships between instructional quality and students’ affective and cognitive outcomes. The PISA 2012 survey, administered to students in Korea and Singapore, was used to conduct a latent profile analysis and structural equation modeling. It was found that using more student-oriented instruction and less strategies of cognitive activation was positively associated with lower performance in math, while well-managed classroom and learning support were positively associated with higher performance. The level of instructional quality was generally higher for Singapore than Korea in every index at all achievement levels. Most affective characteristics and the math teachers’ instructional focus were positively associated with higher profiles of instructional quality. However, discrepant results were found between the two countries: Cognitive activation had positive effects on interest and self-concept in math as well as math performance for Korean students, whereas it only had a positive effect on math performance for Singaporean students. In contrast, student-oriented instruction had negative effects on interest in math as well as math performance in Korea, but a positive effect on interest in math in Singapore. The implications of each finding were discussed in detail.

Two studies tested the effect of humor, embedded in learning materials, on task interest. College student participants (N Study 1 = 359, N Study 2 = 172) learned a new math technique with the presence or absence of humor in the learning program and/or test instructions. Individual interest in math was measured initially and also tested as a factor. The results showed that the effect of humor in the learning program depended on individual interest in math. Humor raised task interest for those with low individual interest in math but slightly lowered task interest for those with high individual interest in math. Mediating variables of this effect were tested across both studies. Although the mediating variables showed inconsistency, humor may affect task interest through affective responses immediately following the instruction, rather than in subsequent interaction with the task.

Faculty members of the School of Engineering have joined with faculty in the College of Arts and Sciences at Florida Gulf Coast University in an effort to increase interest and excitement in young women with regards to Science, Technology, Engineering, and Mathematics (STEM) topics. The program, called Girls in Engineering, Math, and Science (or GEMS), invites middle school girls from a multicounty area to spend their mornings, either for just a Saturday or an entire week in the summer, learning more about various STEM topics from female university instructors and professors. At the conclusion of summer, fall, and spring activities the participants were asked to rate each of the activities in which they participated, as well as how the program affected their overall interest in math, science, and engineering. The pairing of the science and engineering activities in these day and weeklong events allows for the unique opportunity to illustrate to the participants the inter-relationship between the STEM disciplines and involving a large group of girls in each session allows for a wide range of participant diversity. After participating in GEMS, 81% of the girls stated they were more excited about science, math, and engineering than before. Overview of the GEMS Program GEMS provides interactive, hands-on experiences in the sciences, math and engineering for middle-school girls in Southwest Florida and to date has served more than 1200 students. These activities are guided by faculty and professionals and assisted by undergraduate and graduate students at FGCU and cover such topics as bio-, civil and environmental engineering, environmental sciences, biology, biotechnology, chemistry, forensics, astronomy and math. Drs. Jo Ann Wilson and Terry Dubetz developed GEMS to provide both weeklong day camps during the summer months and single-day workshops during the school year. This “girls-only” environment helps to ignite the girls’ interests in engineering, science and math and encourages them into these fields in higher education. GEMS has been funded both 3257 GeoFlorida 2010: Advances in Analysis, Modeling & Design (GSP 199) © 2010 ASCE

Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, Mage = 6.73; late childhood, n = 136, Mage = 10.01; adolescence, n = 59, Mage = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.

Estimation is a primary activity in everyday life, so getting it "right" in primary school provides a foundational basis in mathematical reasoning. This study focuses on numerosity estimation in primary mathematics, which is one of four types of estimation reported in literature. In numerosity estimation, a non-numerical quantitative representation is typically translated into a number. While it is assumed that fostering numerosity estimation has a great impact on the development of mathematical skills, research indicates that math achievement is influenced by non-cognitive aspects such as students' math interests. So, math interest could also influence the accuracy in numerosity estimation. In this study, we investigate the relationship between accuracy in numerosity estimation, math achievement, and math interest in third-grade students. For capturing accuracy in numerosity estimation in a standardized way, we developed an online numerosity estimation test. For assessing the construct of math interest, we used an existing questionnaire. Math achievement was assessed by a standardized math test that includes two subtests focusing on arithmetic and application tasks. The sample was comprised of 185 third-grade students. We analyzed the data using correlation and multiple linear regression analysis. The results showed a significant positive correlation between math interest and math achievement. However, no relationship was found between accuracy in numerosity estimation and math interest nor between accuracy in numerosity estimation and math achievement. These partly unexpected findings suggest further studies dedicated to numerosity estimation and its relationship to other constructs.

The study was purely quantitative and employed descriptive analysis. The study used stratified and simple random sampling techniques to sample 205 students from 431 first-year students pursuing “BSc mathematics education”. The study exclusively utilized a structured questionnaire as its research tool, adopting a quantitative approach. To evaluate the proposed pathways, structural equation modeling was conducted using Amos 23. The study results revealed that the history of mathematics (HoM) had a direct and statistically significant positive effect on both math interest and student motivation (SMOT). Additionally, SMOT significantly and positively influenced math interest. Consequently, SMOT partially mediated the relationship between the HoM and students’ math interests (SMI), which was statistically significant. The study concluded that both the HoM and SMOT directly and positively influence math interest, and the HoM positively affects SMOT. Finally, SMOT partially mediates the relationship between the HoM and math interest. Most studies have examined the influence of the HoM on students’ interest, and the effect of students’ motivation on their math interest, but there are inadequate empirical studies that examine the effect of students’ motivation on their math interest and the mediating effect of students’ motivation on the nexus between the HoM and SMI. This study adds to knowledge by examining the mediating role of students’ motivation on the nexus between the HoM and SMI.

Math interest and self-concept among latino/a students: Reciprocal influences across the transition to middle school

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;

This study tested whether a utility value intervention focused on the relevance of math to STEM careers and popular culture interests influenced interest and performance in mathematics. The population studied was college students enrolled in integrated/corequisite algebra courses. In each course, intervention was implemented to see if connecting algebra to careers and personal interests would increase students' mathematical knowledge, math interest, and STEM career interest. There were four conditions: students who wrote algebra problems based on their career interests, students who wrote algebra problems based on their popular culture interests, students who solved algebra problems based on their career interests, and students who received business-as-usual instruction. Posing problems about careers was most beneficial for math learning, while solving problems about careers was most beneficial for math and career interest. Posing interest-based problems allowed for rich discussions to take place in the classroom. Theoretical and practical implications are discussed.

Studies have explored the correlation between students’ math interest and their academic performance in grades 4 to 6, emphasizing the role of self-control and resilience as mediators in this relationship. Drawing on interest development and self-regulation theories, we hypothesized that interest directly predicts achievement and indirectly through self-control, resilience, and their chain effect. Using a cross-sectional design, 544 primary school students in grades 4–6 were surveyed using the Mathematics Learning Interest Questionnaire, the Self-Control Scale, and the Resilience Scale, and bivariate correlation analyses, chain mediation effect tests by Process Model 6, and effect analyses by Bootstrap sampling method were applied. There is a significant positive correlation between two and two of the primary school students' math interest, self-control, resilience, and mathematics achievement. The pathways identified were: self-control alone, psychological flexibility alone, and a chain mediation effect of self-control on psychological flexibility. Cultivating primary school students’ interest in learning mathematics is conducive to improving primary school students' mathematics achievement, which can directly affect the mathematics achievement of students in grades 4 to 6, and can also be mediated by self-control and resilience.

This study assessed the relationship between math interest and academic performance of the first-year pre-service teachers enrolled in the Bachelor of Secondary Education Major in Mathematics at Talisay City College, Cebu, Philippines, for the school year 2022-2023 using a descriptive-correlational design. The respondents were identified using simple random sampling. They were asked to answer the questionnaire assessing their math interest, while their performance in math was assessed using their grades in History of Mathematics (MM1) and Fundamentals of Mathematics (Math 1). The research tool was validated using content and face validity. The data gathered were treated using frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. The results revealed that the respondents had a high interest in math. Moreover, they exhibited good performance in MM1 and Math 1. However, no significant relationship was found between math interest and the respondents' MM1 and Math 1 performance. Thus, it is recommended that instructors utilize strategies that enhance students’ interest in math and provide math-related activities that could improve students’ engagement and performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0445/a.php" alt="Hit counter" /></p>

The current study focuses on the calculation and word problem-solving skill profiles at the end of middle school and their relationships to previous skills and interest in math. The sample included 818 (48% boys) Estonian students from 31 schools. Math skills, reasoning, text comprehension, and interest in math were assessed in Grade 8. Latent profile analysis was used to identify latent profiles of calculation and word problem-solving skills in Grade 9 (age 15 years). Five latent profiles were found. Results indicated that students had significantly different math and cognitive skills; however, the interest level for average and lower-achieving students was quite similar. Students with the highest skills had an exceptionally high interest in math, showing that enhancing students’ interest together with academic skills might help to reach a high level of math skills by the end of middle school.

Math and science is a field that is closely related to everyday life and is challenging yet interesting because it provides a deep understanding of science and mathematics. In reality, there are still many students who have no interest in this field because they consider mathematics and science to be difficult and uninteresting. Increasing students' interest in math and science can be achieved by conducting interactive hands-on activities through training in the production of acid-base indicators from natural materials. This hands-on training provides a more concrete learning experience and is relevant to everyday life because students use natural materials, known as green chemical indicators, that are easily found around them as a substitute for synthetic chemical indicators. This allows students to understand the concepts of acids and bases through direct application. This lab is expected to increase their understanding and interest in math and science. The use of natural indicators also supports the principle of environmentally friendly learning, which is in line with the concept of green chemistry, which minimizes the use of hazardous chemicals. Through this lab, students are expected to not only gain an understanding of concepts, but also develop scientific process skills such as observation, analysis, and problem solving. This hands-on activity is expected to spark students' curiosity and enthusiasm for MIPA science.