Mathematical Aptitude Research Articles

Transition to university: contributions of a specialist mathematics school

Abstract School-university transition in mathematics is of global concern, with multiple cognitive, social and affective disjunctures evidenced. Access to, successful participation in and retention on, competitive mathematically intensive degree courses remain particular challenges in England, especially for disadvantaged young people with high mathematical aptitude. One response has been to establish mathematics specialist schools aimed at such students aged 16–18. Early cohorts have achieved encouraging progression to and through such university courses, but more qualitative and longitudinal outcomes have been less well evidenced. The reported study harnessed a student lens and documentary scrutiny to analyse the contribution to building for successful transition of the particular approaches used. Data suggest that the model adopted has initially supported transition to target degree courses well. I relate the findings to known transition challenges in the global issue of successful passage into and through university mathematics education. I argue many of those are in principle transferable to other post-16 contexts. The study therefore offers evidence suggesting broadly applicable specific strategies that can begin to address widely problematic disjunctures in transition.

K-8 Teachers’ Overall and Gender-Specific Beliefs About Mathematical Aptitude

Teachers’ beliefs play a significant role in students’ academic attainment and career choices. Despite comparable attainment levels between genders, persistent stereotypes and beliefs that certain disciplines require innate ability and that men and women have different ability levels impede students’ academic career paths. In this study, we examined the prevalence of US mathematics teachers’ explicit general and gender-specific beliefs about mathematical ability and identified which teacher characteristics were associated with these beliefs. An analysis of data from 382 K-8 teachers in the USA indicated that overall, teachers disagreed with the idea that general and gender-specific mathematical ability is innate and agreed with the idea that hard work and dedication are required for success in mathematics. However, our findings indicate that those who believed mathematics requires brilliance also tended to think girls lacked this ability. We also found that teachers who were teaching mathematics to 11- to 14-year-old students seemed to believe that mathematics requires innate ability compared with teachers who were teaching mathematics to 5- to 10-year-old students. In addition, more experienced teachers and teachers who worked with special education students seemed to believe less in the role of hard work in success in mathematics, which could have serious consequences for shaping their students’ beliefs about their academic self-concept and future career-related decisions.

The Impact of Using the LEGO Education Program on Mathematics Achievement of Different Levels of Elementary Students

<p style="text-align:justify">This study aims to investigate the impact of using a LEGO Education program, specifically the “MoreToMath” kit, on the achievement of Deferent Levels of Elementary Students. The quantitative research design was used in this research study, and the participants were comprised of 120 elementary school students in the 2nd grade, in Amman, Jordan. A quasi-experimental research method and the MANCOVA were used, and a study tool to measure achievement was developed by the researcher for which the validity and reliability of achievement were verified. The results of the study show that there was a statistically significant improvement (α ≤0.05) in the achievement of the experimental study group, that studied using LEGO education, over the control group. There is also a statistically significant difference (α ≤ 0.05) between the arithmetic means of the three sub-groups of students’ previous achievement levels— high, middle, and low— and by using the Least Significant Differences (LSD) test we notice that there are significant differences between the high and low sub-groups, as well as between the middle and low. However, that there are no significant differences between the high and middle level sub-groups; and there is also no statistically significant interaction between the groups (experimental, control) and the levels of pre-achievement seen in the post-achievement levels. The study results indicate that the use of new technological tools, like the “MoreToMath” kit, may be beneficial in teaching mathematics as they tend to motivate students, and can lead to higher achievement for elementary students of different mathematics aptitude levels.</p>

Early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics

One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics within the blueprint of the quantitative method of the descriptive survey research design was conducted. Three research questions were addressed and secondary data relating to performance in mathematics of 320 early-years future teachers were retrieved from their records at the Department of Arts and Social Sciences Education, University of Lagos, Nigeria. One other instrument labeled Mathematical Beliefs Scale was employed for the collection of key data connected to the mathematical beliefs. The collected data were condensed and explored with the principal components factor analysis, multiple regression analysis, and independent samples t-test. Results showed that mathematical beliefs measured using the Mathematical Beliefs Scale are a multidimensional construct with four-factor structure: emotional and developmental commitment in learning of mathematics; self-assurance and philosophies concerning one's subjective mathematical aptitude; beliefs about mathematics; and mathematical problem-solving beliefs. These factors show adequate and excellent reliabilities as computed using Cronbach alpha. Also, gender was not a factor in early-years future teachers' mathematical beliefs even at the subscale level and the four factors of the mathematical belief scale predicted early-years future teachers' performance in primary mathematics. In line with these results, it is recommended that early-years future teachers be taught in a constructivist manner so that they can imbibe constructivist beliefs capable of engendering better learning of mathematics.

Inclination for mathematical giftedness in children: Research results, analysis, conclusions and pedagogical implications

The present paper discusses the outcomes of research realised as part of the ‘Recognising and encouraging the development of aptitude for learning mathematics in older kindergartners and primary school pupils’ project. To start with, data concerning the occurrence of mathematical giftedness in older pupils is offered together with an explanation of the reasons for the previous lack of interest in the issue of inclinations for mathematical giftedness in children. Subsequently, I present a description of the mental traits of older kindergarteners which indicate their inclination for mathematical giftedness. I also go on to outline the research programme on the basis of which I managed to: (a) develop diagnostic methods for determining the inclination for mathematical giftedness in children, (b) estimate the number of children manifesting an inclination for mathematical giftedness and children endowed with an inclination for outstanding mathematical giftedness, (c) determine the reasons why groups of children manifesting their mathematical giftedness become significantly reduced after the first months of education. Finally, I discuss the critical periods crucial for developing inclinations for mathematical giftedness in children. I additionally provide an explanation of why it is impossible to fix the neglected cultivation of an inclination for an aptitude in mathematics in the subsequent years of school education.

Gender similarities in the brain during mathematics development

Some scientists and public figures have hypothesized that women and men differ in their pursuit of careers in science, technology, engineering, and mathematics (STEM) owing to biological differences in mathematics aptitude. However, little evidence supports such claims. Some studies of children and adults show gender differences in mathematics performance but in those studies it is impossible to disentangle intrinsic, biological differences from sociocultural influences. To investigate the early biology of mathematics and gender, we tested for gender differences in the neural processes of mathematics in young children. We measured 3–10-year-old children’s neural development with functional magnetic resonance imaging (fMRI) during naturalistic viewing of mathematics education videos. We implemented both frequentist and Bayesian analyses that quantify gender similarities and differences in neural processes. Across all analyses girls and boys showed significant gender similarities in neural functioning, indicating that boys and girls engage the same neural system during mathematics development.

Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

The self-concept of ability in math in elementary school is an early predictor for future math-related choices and careers. Unfortunately, already at this early age girls report lower ability self-concepts in math than boys - despite their comparable performances in objective math competence tests. In the present study we focus on teachers’ beliefs as factors explaining these gender differences. Women’s underrepresentation in math and science in academia has recently been explained by the belief held by the environment that success in these domains requires an innate ability that cannot be taught (“brilliance”). In addition, teachers’ beliefs regarding their students’ mathematical aptitude have also been found to influence students’ self-concepts of ability. Here, we study if teachers’ beliefs regarding their students’ mathematical aptitude and brilliance beliefs may account for gender differences in elementary school students’ self-concept of ability in math and thus potentially contribute to entering the gendered path into math and science professions. In a sample of 830 fourth graders (M = 9.14 years old, 49% female) and 56 elementary school teachers from Germany, we assessed teachers’ beliefs regarding their students’ mathematical aptitude and their belief that children need brilliance to succeed in math as well as children’s mathematical ability self-concept and competencies. In line with prior research, boys reported a statistically significantly more positive math ability self-concept (d = 0.50), although boys and girls reached similar scores in a standardized math competence test (d = 0.07). However, multilevel regression analyses revealed that teachers’ math brilliance beliefs were not related to the gender gap in students’ ability self-concept in expense of girls whereas the gender gap was mediated by teachers’ beliefs about their students’ mathematical aptitude. These findings suggest that math brilliance beliefs held by important socializers such as teachers might not play a role in explaining gender differences in math-related motivation in elementary school whereas teachers’ beliefs about students’ math aptitude do. Results are discussed against the background of teacher expectancy effects, developmental changes in elementary school, and cultural differences.

Who Can Excel in Mathematics?

Change the misconception that many students have that mathematical aptitude is innate.

Influential Mathematical Realistic Learning Approach Upon Mathematical Communication and Positive Aptitude of Junior High School of Kartini Sei Rampah

Influential Mathematical Realistic Learning Approach Upon Mathematical Communication and Positive Aptitude of Junior High School of Kartini Sei Rampah

Primary School Teachers’ Opinion on Mathematical Aptitudes of Students

Primary School Teachers’ Opinion on Mathematical Aptitudes of Students

EFECTO DEL RENDIMIENTO DE CURSOS PREUNIVERSITARIOS EN EL RENDIMIENTO DE PRIMER AÑO DE MEDICINA

Introducción: El presente estudio ha permitido conocer si en forma conjunta el rendimiento de cursos del Centro Preuniversitario Valdizano (CEPREVAL) está relacionado con el rendimiento de los diferentes cursos del primer año de estudios universitarios de la EAP de Medicina Humana, UNHEVAL de Huánuco. Métodos: Se consideró los cursos de Aptitud Matemática, Aptitud Verbal, Química, Biología y Anatomía del CEPREVAL como variables del vector independiente, y los cursos de Matemática y Lógica, Lenguaje y Comunicación, Química Médica, Anatomía Humana, Biología Celular y Molecular del primer año de estudios de la EAP Medicina Humana como variables del vector dependiente. Estas variables fueron analizadas en una muestra de 35 estudiantes de Medicina que ingresaron en los años 2005 y 2006 por la modalidad del CEPREVAL. El análisis integral de los datos consistió en la medición de asociación entre las variables canónicas de los vectores dependientes e independientes, mediante la aplicación del Análisis de Correlación Canónica. El tipo de estudio empleado fue correlacional, retrospectivo y longitudinal. Resultados: Dos fueron las correlaciones canónicas que resultaron relevantes para un nivel de significación de 0,05. La primera correlación canónica alcanzó mayor ponderación (0,792) y la segunda correlación obtuvo el valor de 0,538. Los cursos que contribuyeron significativamente en el rendimiento de los estudiantes del primer año de estudios universitarios fueron Aptitud Verbal, Aptitud Matemática, Matemática y Lógica, Lenguaje y Comunicación, Química Médica y Anatomía Humana. No hubo aporte significativo de los cursos de Biología, Biología Celular y Molecular. Conclusiones: Los resultados permitieron concluir, que el rendimiento académico de los cursos del primer año de estudios universitarios de la EAP Medicina Humana está correlacionado en forma conjunta con el rendimiento de los cursos del CEPREVAL

Belief updating and the demand for information

How do individuals value noisy information that guides economic decisions? In our laboratory experiment, we find that individuals underreact to increasing the informativeness of a signal, thus undervalue high-quality information, and that they disproportionately prefer information that may yield certainty. Both biases appear to be mainly due to non-standard belief updating. We find that individuals differ consistently in their responsiveness to information – the extent that their beliefs move upon observing signals. Individual parameters of responsiveness to information have explanatory power in two distinct choice environments and are unrelated to proxies for mathematical aptitude.

Humans Chromosome 1 Fractal periods signature is highly correlated with Intelligence and Brain Evolution

Abstract DUF1220 proteins regions show the largest Homo-Sapiens lineage-specific increase in copy number of any protein-coding region in the human genome and map principally to 1q21.1. DUF1220 deletions have been associated with microcephaly and macrocephaly, respectively. DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity, total IQ, and cognitive and mathematical aptitude scores. We analyzed in chromosome 1q a total of 245 DUF1220 proteins. Finally the method is extended analysing the long 1q21 region from 7 other close primates like Neanderthal, great apes : chimp, gorilla, orangutan and monkeys : macaque, marmoset, vervet. This remarkable property is confirmed by comparing these primates to other mammals such as mice, rabbit, cow, dolphin and Elephant. We then show four classes of multi-periodic fractal structures for all 19 DUF1220 regions and 19 NBPF genes studied cases. The analysis of these spectra of fractal periods1 reveals a simple linear interdependence, hierarchization and unification between the numerical sequences of each of these 4 spectra and the sequences of Fibonacci and Lucas. Given the evidence of this numerical relationship, we suggest that this discovery may be one of the major causes of a cognitive development of man superior to that of the great primates. Finally the mathematical roots of this whole numbers resonance patterns is discussed.

Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.

PENGEMBANGAN BUKU AJAR SISWA DAN BUKU GURU BERBASIS MATEMATIKA REALISTIK UNTUK MENINGKATKAN PENGETAHUAN, SIKAP DAN KETERAMPILAN MATEMATIKA SISWA KELAS VIISMPAL KARIM KOTA BENGKULU

The research aims to produce a student’s text book and a teachers’ guide book with realistic mathematic as the fundamentals. The objectives are to increase knowledge, attitude, and mathematical aptitude of students’ of SMP Al Karim Bengkulu. The Research was an experimental research seeking to produce students’ text book and teachers’ guide book in order to help reader better comprehends the concept of two-dimensional figure, rectangle, and triangle. In order to develop the design, there were four steps of the research: defining, designing, developing, and disseminating. The research object was VII class students if SMP Alkarim Bengkulu academic year of 2014/2015 that comprised of 17 students, consisted of 8 male and 9 female. The current findings have several conclusions regarding the ideal criteria of better students’ text book and teachers’ guide book with realistic mathematic as the fundamental: 1) It should be able to help students constructing the knowledge instead of merely receiving the knowledge; 2) in order to be able to improve student’s attitude, the book should be designed to provoke curiosity and students class participations; 3) in order to be able to increase mathematical aptitude, it should be able to increase students’ mathematical skill as well as observation skill, and using the formulation that has previously given. The Research findings have indicated that the book with aforementioned criteria was able to help the students reaching better score with average of 80.02 and 76 percent of students in the class were able to reach higher score above the pre-determined standard (KKM). Findings from the observation sheets have also shown that students were able to reach 4.1 score or in other words the students were highly active and involve during the study process. Findings from the mathematical aptitude sheets have concluded that the students were able to reach 4.03 score or in other words were highly creative. Keywords: Developing Students’ Text Book and Teachers’ Guide, realistic mathematic, mathematical knowledge, attitude, mathematical aptitude.

Pre-service accounting teachers’ attitudes to mathematics

Mathematics proficiency has an acknowledged impact on students’ accounting grades. Success in this core business subject is dependent on students’ mathematical aptitude, attitude and type of secondary schooling. Our study investigated accounting students’ attitudes to mathematics on domains of the Fennema-Sherman Mathematics Attitudes Scales (F-SMAS) and identified demographic variables in overall attitudes to mathematics, which are pertinent to higher education pedagogy for accountancy. Eight of nine F-SMAS with established reliability and validity were used for the study. A cross-sectional data set containing demographic details and attitudes to mathematics were collected, and quantitative responses of 255 first-, second- and third-year pre-service teachers were analysed. The F-SMAS scores were strongly positive, except for mathematics anxiety, where the score was slightly above neutral. The distribution of scores showed that there are first- and second-year students who experience mathematics anxiety, and have low scores in other domains, while third-year students are less anxious. The results also revealed more positive overall attitude to mathematics from specific categories of students, who also more frequently indicated parents and teachers as sources of support and encouragement for mathematics studies. Keywords: accounting; attitudes; mathematics; pre-service accounting teachers; teaching

DUF1220 Homo Sapiens and Neanderthal fractal periods architectures breakthrough

DUF1220 proteins regions show the largest Homosapiens lineage-specific increase in copy number of any protein- coding region in the human genome and map principally to 1q21.1, and partially also in 1p. DUF1220 deletions and reciprocal duplications have been associated with microcephaly and macrocephaly, respectively. In Colorado University Dr Sikela team established that human genome sequences encoding DUF1220, show a dramatically elevated copy number in the human lineage and variation in DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity, total IQ, and cognitive and mathematical aptitude scores. We analyzed in chromosome 1q a large region of 218 contiguous DUF1220 as well as in the chromosome 1p five other regions of DUF1220 smaller, then a total of 245 DUF1220 proteins. We supplemented by analyzing 16 RNAs of NBPF genes containing these DUF1220 and also 3 representative NBPF genes from Neanderthal genome. Finally the method is extended ananlysing the long 1q21 region from 7 other close primates like Neanderthal, great apes : chimp, gorilla, orangutan and monkeys : macaque, marmoset, vervet. This remarkable property is confirmed by comparing these primates to other mammals such as mice, rabbit, cow, dolphin and Elephant. We then show four classes of multi-periodic fractal structures for all 19 DUF1220 regions and 19 NBPF genes studied cases. The analysis of these spectra of fractal periods2 reveals a simple linear interdependence, hierarchization and unification between the numerical sequences of each of these 4 spectra and the sequences of Fibonacci and Lucas. Given the evidence of this numerical relationship, we suggest that this discovery may be one of the major causes of a cognitive development of man superior to that of the great primates

El desempeño en los cursos cuantitativos como predictor de éxito en los estudios universitarios

Este estudio investiga las variables que pueden predecir el éxito universitario. Se utilizó una muestra de 202 alumnos que culminaron estudios en diciembre de 2013 y mayo de 2014. Se estudiaron las variables aprovechamiento y aptitud en matemática, género del estudiante, tipo de escuela, índice general de solicitud, índice de los cursos cuantitativos, promedio de grado y tiempo de estudio. Para analizar los datos se usó el partial least squares path modeling y el análisis de regresión logística. Se encontró que el desempeño de los estudiantes en los cursos cuantitativos es un buen predictor del éxito en sus estudios.

Teacher immediacy and learning mathematics: Effects on students with divergent mathematical aptitudes

ABSTRACTUndergraduates pursue degrees in disciplines in which they hold an affect or possess an interest. Math and science majors possess a positive affect for mathematics; however, to maximize the number of math majors, it is important to boost the motivation of non-math majors to learn mathematics. This study examines the relationships between instructors’ nonverbal immediacy and (1) affective learning of math, (2) affect for math, and (3) affect for the instructor. Participants were 426 freshmen (math and non-math majors) at a public university in the southwest United States. Comparisons were made between students enrolled in calculus and algebra courses. Comparisons between groups of varying math aptitude were also examined. Immediacy was moderately correlated with students’ affective learning (0.38), with the strongest correlation for those with medium math aptitude (0.47). When affective learning was restricted to affect for the subject content, an even stronger correlation was found for students with medium math aptitude (0.49). There was no significant difference between the correlations for immediacy and affective learning for calculus students and algebra students. An even stronger positive correlation (0.61) was found between immediacy and affect for the instructor. Results suggest that, regardless of aptitude for mathematics, students enrolled in mathematics courses who perceive their instructors to be immediate have a greater positive affect toward the instructor and the mathematics content. Surprisingly, students with an average aptitude in mathematics have a greater positive affect toward the mathematics content when compared to students with higher and lower aptitudes in mathematics.

Students’ Mathematics Self-Efficacy and Anxiety as Correlates to Academic Performance

Mathematical aptitude reflected in academic performance is known to be based upon the attitudes of students in approaching the subject. This study aimed to determine how mathematics self-efficacy and anxiety affect academic performance. The researchers used the descriptive-normative survey and documentary analysis of existing records with the stakeholders, the Grade 7 students. Data were analyzed using the Pearson Product-Moment Coefficient of Correlation, t-test, and Chi-Square. Results showed that students had an average level of mathematics self-efficacy regarding understanding and applying the concepts of the subject. However, they also had high anxiety when working with Mathematics tasks or less confidence in achieving high marks or grades. The study concluded that the higher the students’ level of Mathematics self-efficacy, the lower their level of Mathematics anxiety. Conversely, the higher the students’ level of self-efficacy and the lower their mathematical anxiety, the higher their academic performance. It implied that education programs addressing the enhancement of Mathematics self-efficacy and reducing Mathematics anxiety among students would not only reshape their perception of the subject’s difficulty but also improve their academic performance as they move up to the secondary level.