Math Ability Research Articles

Multi-Dimensional Skills and Gender Differences in STEM Majors

Abstract This paper studies the relationship between pre-college skills and gender differences in STEM majors. I use longitudinal data to estimate a generalised Roy model of initial major choices and subsequent graduation outcomes. I recover students’ latent math ability, non-cognitive skills and math self-efficacy. High–math-ability women have lower math self-efficacy than men. Mathematical ability and self-efficacy shape the likelihood of STEM enrolment. A lack of math self-efficacy drives women’s drop out from STEM majors. I find large returns to STEM enrolment for high–math-ability women. Well-focused math self-efficacy interventions could improve women’s STEM graduation rates and labour market outcomes.

Application of Blended Learning to Increase Mathematics Learning Outcomes from Beginning Mathematics Ability

The purpose of this study was to determine the effect of the blended learning model, with formative and summative assessments in terms of early mathematics abilities on the mathematics learning outcomes of high school students in the city of Palembang. Blended Learning Model, Types of assessment include formative and summative, early math skills include high and low. The method used is quasi-experimental, while the design used is treatment by level 2x2x2. The results showed that there was a significant improvement in the blended learning model with formative and summative assessments in terms of high and low early mathematics abilities on students' mathematics learning outcomes. Next; (1) a Blended learning model with formative assessment, can improve students' mathematics learning outcomes at high and low early math abilities, and (2) a blended learning model with summative assessment, can improve students' mathematics learning outcomes at high early math abilities.

A big (male) fish in a small pond? The gendered effect of relative ability on STEM aspirations under stereotype threat

Abstract Despite gender similarity in math ability, studies show persistent gender differences in STEM aspirations among adolescents. Extending previous literature on student math ability, biased self-assessment, and gender stereotypes, this paper emphasizes on the important process of social comparison in producing gender disparities in STEM aspirations. In particular, we examine the crucial role of relative ability, or a student’s ordinal ability rank within their peer group, and its interaction with the gender-math stereotypical environment. Using unique information on random classroom assignments from the China Educational Panel Survey (CEPS), we are able to exploit idiosyncratic variation in classmate composition to identify the effect of ability rank on student STEM aspirations and the moderating role of student exposure to gender-math stereotype. We show that after controlling for absolute cognitive ability, the effect of a student’s ability rank on STEM aspirations differs by gender, with girls benefiting less relative to boys from a higher ability rank in class. Moreover, this gender difference in the effect of ability rank on STEM aspirations is larger among students who are exposed to a higher level of gender-math stereotype from classmates. We discuss the theoretical and empirical implications of our findings.

Access to online learning: Machine learning analysis from a social justice perspective

Access to education is the first step to benefiting from it. Although cumulative online learning experience is linked academic learning gains, between-country inequalities mean that large populations are prevented from accumulating such experience. Low-and-middle-income countries are affected by disadvantages in infrastructure such as internet access and uncontextualised learning content, and parents who are less available and less well-resourced than in high-income countries. COVID-19 has exacerbated the global inequalities, with girls affected more than boys in these regions. Therefore, the present research mined online learning data to identify features that are important for access to online learning. Data mining of 54,842,787 initial (random subsample n = 5000) data points from one online learning platform was conducted by partnering theory with data in model development. Following examination of a theory-led machine learning model, a data-led approach was taken to reach a final model. The final model was used to derive Shapley values for feature importance. As expected, country differences, gender, and COVID-19 were important features in access to online learning. The data-led model development resulted in additional insights not examined in the initial, theory-led model: namely, the importance of Math ability, year of birth, session difficulty level, month of birth, and time taken to complete a session.

Reduced choice-confidence in negative numerals.

Negative numbers are central in math. However, they are abstract, hard to learn, and manipulated slower than positive numbers regardless of math ability. It suggests that confidence, namely the post-decision estimate of being correct, should be lower than positives. We asked participants to pick the larger single-digit numeral in a pair and collected their implicit confidence with button pressure (button pressure was validated with three empirical signatures of confidence). We also modeled their choices with a drift-diffusion decision model to compute the post-decision estimate of being correct. We found that participants had relatively low confidence with negative numerals. Given that participants compared with high accuracy the basic base-10 symbols (0-9), reduced confidence may be a general feature of manipulating abstract negative numerals as they produce more uncertainty than positive numerals per unit of time.

Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?

The opportunity to learn (OTL) is one of the important aspects of achieving the goal of the learning process. There have been three dimensions of OTL: instructional time (IT), content covered during instruction (CC), and quality of instruction (QI) mentioned in the literature and used as a framework in this article. This study aims to reveal the gap in math ability between madrasah and non-madrasah students in Indonesia and the contribution of the three OTL aspects toward math scores. This study employed a cross-sectional survey approach with self-report instruments. The data were obtained from a survey of participants in the New Students National Selection for Madrasah Aliyah Negeri (Islamic High-school managed by the ministry of religious affairs) in 2021. There were 8,258 participants, consisting of 4,842 students from madrasah and 3,416 from non-madrasah. This study used multilevel structural equation modeling (SEM) to analyze the data. The findings show that (a) there is a gap in math ability score between madrasah and non-madrasah students which is -27, with a mean math ability score of madrasah students being lower than non- madrasah students, and (b) the time invested in learning significantly affects the occurrence of gaps in math ability scores, while the scope of the materials and the quality of learning do not affect the occurrence of the gap in math ability scores. These findings suggest that it is important for the Ministry of Religious Affairs to consider the addition of mathematical lesson duration in madrasah while restructuring the allocation for Islamic lessons.

Who Stole the Book of Kells? Description and Player Evaluation of a Cryptography Game for Primary School Students

Several studies suggest the need to develop technology skills from a young age. The development of computational thinking enhances multidisciplinary abilities, such as abstracting and decomposing a problem into smaller parts to find a solution. Among various tools, educational games can be implemented to efficiently stimulate the development of technology skills in primary school students. The current paper describes an educational game designed to motivate players to learn and reflect on cryptography, a collection of computer science techniques adopted for data protection. The Code of Kells is a mystery game that aims to support the development of computational thinking and maths abilities for primary school students. In this collaborative game, 10-12 years old players use cryptography techniques to discover who stole the Book of Kells – an ancient manuscript kept in the Trinity College Library in Ireland. To identify the criminal's identity, the players should work on teams and follow a map of Dublin city to collect encrypted clues hidden in popular locations, such as Phoenix Park and Dublin Castle. The participants should follow guidelines provided by a cipher sheet that illustrates cryptography techniques such as Caesar's Cipher, Polybius Cipher, Pigpen Cipher and the Morse Code. Each clue leads the player closer to the revelation of who stole the book of Kells. In this study, 80 primary school children (10-11 years old) evaluated The Code of Kells by sharing their experience through an adapted version of the Game Experience Questionnaire (GEQ). Nine dimensions of the questionnaire were assessed considering children’s previous mathematics and literacy scores, besides their levels of maths anxiety. Results suggest that children with higher mathematics performance positively perceived the game and found it challenging. However, results also indicate that maths high achievers students also felt tense while playing. Students with high levels of maths anxiety perceived the game as a sensory and imaginative immersive activity.

Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities

The purpose of the present study was to examine the association between Chinese preschool children’s home numeracy experiences and their mathematical abilities. The parents of 515 4- to 5-year-old preschool children reported their frequency of participation in home numeracy activities, and the children were assessed on their math ability. The results revealed that the parents engaged in both formal and informal math activities at home. Family socioeconomic status showed significant positive correlations with number game and number application activities. Parental involvement in number skills activities positively predicted young children’s formal and informal math ability, while number application activities positively predicted young children’s informal math ability. These results suggest that parents should pay attention to both formal and informal activities in support of their children’s math learning at home.

A-154 Chromosome 18q Deletion & Chromosome 18p Duplication: A Neuropsychological Case Study

Abstract Objective: The client presents with partial deletion of chromosome 18q and partial duplication of chromosome 18p, occurring in 1 in 55,000 individuals and less than 1 in 1,000,000 individuals, respectively. Deletions of chromosome 18q are often characterized by hypotonia, seizures, psychomotor retardation, and intellectual disability. Duplications of chromosome 18p are characterized by intellectual disability, epilepsy, hypotonia, developmental delay, and attention deficits. Method: The client is a 5-year-old male, who was diagnosed with the above-mentioned genetic disorders and Chiari malformation at age 2. Additionally, the client presents with a speech delay and low muscle tone. The client’s parents sought testing to clarify his cognitive and emotional functioning in light of his genetic disorders to inform treatment and supports. Results: Nonverbal intellectual assessment was in the average range. Academic achievement noted low average reading skills, impaired math abilities, and borderline impaired spelling. Neuropsychologically, impairments were noted in verbal memory, simple auditory attention, semantic fluency, visual perception, motor coordination, visual motor integration, and affect recognition. Mild to moderate inefficiencies were in visual memory, auditory comprehension of instructions, response inhibition, fine motor dexterity, and perspective taking. Otherwise, the client performed in the average range on tasks of behavioral inhibition and persistence, expressive language, and receptive language. Conclusions: Given the limited literature, it is expected these genetic disorders will be associated with intellectual disabilities and attentional difficulties. However, the client’s IQ is in the average range, and he presents with potential learning disorders in reading, writing, and mathematics with associated attention, memory, visual-motor, verbal fluency, and social perception difficulties.

Parents' responses to children's math performance in early elementary school: Links with parents' math beliefs and children's math adjustment.

A new parent-report measure was used to examine parents' person and process responses to children's math performance. Twice over a year from 2017 to 2020, American parents (N=546; 80% mothers, 20% other caregivers; 62% white, 21% Black, 17% other) reported their responses and math beliefs; their children's (Mage =7.48 years; 50% girls, 50% boys) math adjustment was also assessed. Factor analyses indicated parents' person and process responses to children's math success and failure represent four distinct, albeit related, responses. Person (vs. process) responses were less common and less likely to accompany views of math ability as malleable and failure as constructive (|r|s=.16-.23). The more parents used person responses, the poorer children's later math adjustment (|β|s=.06-.16).

ANALISIS KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA BERTIPE SOAL TIMSS

This study aims to describe students' critical thinking and mathematical communication skills Algebra material TIMSS type of question. This type of research is descriptive qualitative. The subjects were taken by 3 students each with high, medium and low math abilities in class VIII of SMPN 1 Jepara 2021/2022. Data was collected by means of critical thinking tests, mathematical communication, interviews and documentation. The data analysis technique was carried out in 3 stages, namely data reduction, data presentation and conclusion drawing. The technique of checking the validity of the data is using the triangulation method. Critical thinking analysis, 1 student with high mathematical ability who fulfills all indicators while the other 2 students only meet 2 critical thinking indicators. Students with moderate mathematical ability 3 students who are only able to fulfill 1 indicator of critical thinking. Students with low mathematical abilities, 1 student who is only able to fulfill 1 indicator while the other 2 students are not able to fulfill all critical thinking indicators. For mathematical communication, students with high mathematical ability met 5 indicators of mathematical communication, 2 students with moderate mathematical ability met 3 indicators but the indicators achieved were different while 1 other student met 4 indicators of mathematical communication. 2 students with low mathematical ability met 1 indicator and 1 other student was not able to fulfill all mathematical communication indicators.

Analysis of students' argumentation patterns in solving permutation and combination problems

Argumentation is a person's way to face every question, issue and argue in the face of every problem. Argumentation is very necessary to know the understanding of students' concepts and so that students can explain logically the appropriate stages of completion to solve problems. This study aims to describe the pattern of argumentation used by students in solving permutations and combinations problems. This type of research is descriptive qualitative. The research subjects were 3 students of class XI IPA at MA Darul Aitam Jerowaru which consisted of 1 student with high math ability, 1 student with moderate math ability, and 1 student with low math ability. Sampling was done by using purposive sampling type quota sampling. Data collection techniques used written tests and interviews, then analyzed based on indicators of student argumentation patterns in solving permutations and combinations. Based on this, the argumentation pattern used in this study is a combination of Tulmin's argumentation pattern and Mc. Neill & Karajicik's argumentation pattern, namely, data, claim, evidence, reasoning and rebuttal. The results of this study are students with high mathematical abilities have a pattern of argumentation, namely, data, claims, evidence, which are given correctly. Students with moderate ability have argumentation patterns, namely, data, claim, reasoning, and rebuttal, which are given correctly and students with low mathematical abilities have argumentation patterns, namely, data, claim, and rebuttal, which are given correctly.

The interplay of math anxiety and math competence for later performance

Math anxiety’s negative effects on performance are well-documented. The interplay of math anxiety and mathematical competence regarding later performance is underexplored. We investigated whether math anxiety’s detrimental effects on learning depend on previous mathematical competence. Hypothesizing a moderation effect, we expected that trait math anxiety should affect pupils of higher competence to a greater extent than pupils with lesser competence. Based on 8th graders in secondary school, we found the expected interaction of math anxiety and math competence (represented by previous math grade) predicting performance three months later. The interaction of math anxiety and math competence on later performance remained despite controlling for math self-concept and gender (and previous topic-specific performance). The moderation showed differential slopes for the effects of math competence on later performance depending on trait math anxiety: At lower competence levels, math anxiety played a lesser role than for higher competence levels. Later performance was lowest for more competent pupils with higher math anxiety relative to their peers with similar competence levels but lower math anxiety. Although the data imply directionality, our design cannot imply causality. Nevertheless, one interpretation of the results is in line with the notion of greater performance losses over time for more competent pupils with higher levels of math anxiety: the learning progress may be aggravated for those, who have the prerequisite in ability to advance their performance. The optimal development of math capabilities may be compromised by math anxiety; good math abilities and low math anxiety may both be prerequisites for long-term learning success.

Fine motor skills during early childhood predict visuospatial deductive reasoning in adolescence.

Extensive evidence and theory suggest that the development of motor skills during infancy and early childhood initiates a "developmental cascade" for cognitive abilities, such as reading and math. Motor skills are closely connected with the development of spatial cognition, an ability that supports deductive reasoning. Despite the linkage between motor skills and spatial cognition, and spatial cognition with deductive reasoning, no research has explored the developmental connection between early motor skills and reasoning ability, a plausible pathway through which the developmental cascade operates. Drawing data from the 1970 British Cohort Study (N = 1,233; 95% British, 5% other race/ethnicity; 54% male, 46% female; 7% low income, 80% middle income, 12% high income), this study investigated whether there was a relationship between gross and fine motor skills in infancy (22 months of age) and early childhood (42 months of age) and visuospatial deductive reasoning in adolescence (at 10 and 16 years of age). Results indicated that fine but not gross motor skills during early childhood positively predicted reasoning in adolescence. Critically, the fine motor-reasoning association mediated the previously observed link between early fine motor skills and adolescent reading and math ability. These results deepen our understanding of developmental cascade theory and mental model theory by identifying visuospatial reasoning (i.e., mental modeling) as a potential mechanism through which motor skills initiate cognitive development and academic success in reading and math. These findings also highlight the importance of early intervention programs targeting motor skills and illuminate the impact of those interventions on later cognitive and academic skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control.

Recent work has stressed the importance of considering child-level propensities and environmental opportunities when studying early math achievement; however, few studies investigate the interaction between these factors. This study examined whether children's inhibitory control moderates the association between parental math input and children's math performance. Parental math input via number talk and parent-reported frequencies of math activities were measured in 123 children (M age = 3.9 years) and one of their parents. High levels of parent number talk were associated with higher math achievement among children with higher inhibitory control. This association was not seen in children with lower inhibitory control, for children's vocabulary as the outcome measure, or for parents' overall talk or parent-reported math activities as the opportunity measures. Thus, children may differentially benefit from parental math input depending on their cognitive abilities and this association is specific to parental number talk and children's math abilities.

Eksplorasi Pemberian Kartu Masalah untuk Meningkatkan Kemampuan Numerasi Siswa Kelas VII SMP Negeri 1 Pakis

The results of the 2018 PISA test show that Indonesian students' math ability scores are ranked 7th from the bottom. This shows that the numeracy skills of Indonesian students are low. Based on an interview with one of the teachers at SMP Negeri 1 Pakis, information was obtained that the numeracy skills of students at SMP Negeri 1 Pakis were low. This is due to students' lack of numeracy questions, and teachers often give routine questions requiring procedural skills. This is a classroom action research that explores the teacher's actions to improve the numeracy skills of seventh-grade students of SMP Negeri 1 Pakis Malang by giving problem cards. The research subjects were 32 Class VII D students of SMP Negeri 1 Pakis Malang in the academic year 2021/2022. The research instruments include lesson plans, problem cards, test questions, observation sheets, interview guidelines, and field notes. Data analysis techniques include data reduction, presenting data, and drawing conclusions and verification. The results showed an increase in students with a KKM score of 30.77% and Classical Learning Completeness of 26.26%. The study shows that giving problem cards can improve students' numeracy skills. Through the Problem Card, students are allowed to write down the information asked in their language and are given guidance/instructions to solve the given problem.

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM)

Mathematical representation is the ability of students to explore and use mathematical ideas explicitly. This study aimed to learn about the effectiveness of the Mastery Learning Assessment Model (MLAM) in mathematics learning at the Assyfa Learning Center Foundation Pasuruan, which then described students' abilities in solving mathematical representation problems evaluated from mathematical dispositions. MLAM is based on repeating a similar assessment through an overhaul of mastery learning from previous researchers. This study used a descriptive qualitative method. In the study presented here, 20 subjects were pooled and surveyed using a continuous assessment tool based on high, low, and moderate math ability. The results showed that almost all students could use representational images to solve mathematical problems, create mathematical models, and solve problems related to mathematical expressions. On the other hand, most students could not complete the two indicators of mathematical representation, namely making sketches and mathematical models based on the given situation and data. This result is indicated by the 75% of students who completed this lesson. Based on the Teaching Evaluation (TER) results, most students are also satisfied with this approach. It is expected that the MLAM assessment can improve students' mathematical representation skills.

Profile of MTs Students' Spatial Reasoning in Solving Contextual Problems Based on Mathematical Ability

Spatial reasoning as an important component in students' mathematical thinking and problem solving. How do students think spatially, how is the flow in solving contextual problems, this is spatial reasoning. Spatial reasoning consists of three characteristics, namely perceiving, visual-spatial and transforming. This research is included in descriptive qualitative which aims to describe the spatial reasoning of MTs students in imagining and explaining parts of objects, mentioning and describing parts of objects and changing the shape of objects from the problems given. The subjects in this study were three students from class VIII of MTs Negeri 3 Muara Ampolu Tapanuli Selatan who were taken from each level of mathematical ability, namely high, medium and low abilities after being given an initial math ability test. To find out the profile of students' spatial reasoning in contextual solving, the research subjects were given a spatial reasoning test. The results showed that students with high and moderate mathematical abilities in solving contextual problems that required spatial reasoning had good results. Meanwhile, low-ability students have difficulty in solving contextual problems so that their spatial reasoning has poor results.

Do Executive Dysfunction, Delay Aversion, and Time Perception Deficit Predict ADHD Symptoms and Early Academic Performance in Preschoolers.

Children with attention deficit/hyperactivity disorder (ADHD) are commonly observed to have learning difficulties. This study examined how three neuropsychological constructs—executive dysfunction, delay aversion, and time perception—were associated with ADHD symptoms and early academic performance in preschoolers at risk of ADHD. One hundred and thirty-one preschoolers (70 boys, 53%) aged 4 to 6 (M = 5.31 years) were assessed on their ADHD-related behaviors, neuropsychological functioning, word reading, and math abilities at two time points one year apart. Factor analysis indicated that inhibitory and attentional control deficit, delay aversion, and time perception/working memory deficit were three dissociable factors. Among the three factors, inhibitory and attentional control measured at Time 1 was the strongest predictor of ADHD symptoms at both Time 1 and Time 2. Time perception was closely related to working memory, and they predicted word reading and numeration across time most strongly among other neuropsychological constructs. Our findings suggested that inhibitory and attentional control, delay aversion, and time perception are dissociable neuropsychological deficits underlying ADHD symptoms in preschoolers. Poor time perception may serve as a marker for the early identification of preschoolers with potential learning problems, and a possible target of intervention for ADHD.Supplementary informationThe online version contains supplementary material available at 10.1007/s10802-022-00937-x.

Toward Gender Equality in Education—Teachers’ Beliefs about Gender and Math

Math has a strong gender-related image, even among teachers. As teachers hold beliefs about their work, their role, their subject, and their students, they shape girls’ and boys’ mathematical beliefs and attitudes. Research during the past 20 years has shown that teachers’ gender beliefs about mathematics significantly favor boys, thereby reinforcing girls’ low math ability self-concept. Still, there is a lack of studies that examine teachers’ gender-related beliefs based on their underlying assumptions. Our study provides the first empirical evidence of the relationship between general gender stereotypes and math stereotypes. To this end, we used partial correlation and MANCOVA to analyze data from an online survey in 2019/2020 conducted in Switzerland (195 women, 80 men) as part of a cross-cultural comparison study. We therefore created a differentiated profile of prospective teachers by examining their beliefs about their self-image, their image of men and women in society, their essentialist and gender role ideology beliefs, and their math stereotypes. Then, we linked prospective teachers’ beliefs about gender (based on 48 characteristics) to their beliefs about mathematics and about girls’ and boys’ competencies in math. The extensive analysis provides knowledge about prospective teachers and is particularly important for teacher education.