Improve Mathematics Performance Research Articles

After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks

BackgroundSuccessful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood when each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students. AimsBuilding upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition. Sample166 typically-developing Dutch fifth-grade students participated (Mage = 11.14 years; 42.2% boys). MethodsWe used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable. ResultsThere was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, independent of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples. ConclusionsOur findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.

Diving into Math Success for Discipline and Interest Propel Sixth-Graders

This study examines the relationship between learning discipline, interest in learning, and Mathematics learning outcomes among sixth-grade students at SDN Bulang, using a quantitative correlational approach. Data collected from 35 students through questionnaires and report card assessments were analyzed using SPSS v25. Results indicate a significant correlation between learning discipline, interest in learning, and Mathematics learning outcomes, with correlation coefficients of 0.747 (p=0.003) and 0.909 (p=0.001), respectively. These findings highlight the importance of cultivating both learning discipline and interest in learning to improve Mathematics performance among sixth-grade students, suggesting implications for educational practice and policy. Highlight: Correlation: Learning discipline, interest impact Mathematics outcomes. Quantitative study: 35 sixth graders' data analyzed using SPSS. Emphasizes fostering discipline, interest to enhance Mathematics performance. Keyword: Learning discipline, Interest in learning, Mathematics learning outcomes, Sixth-grade students, Quantitative correlational study

Students’ common errors in quadratic equations: Towards improved mathematics performance

With the aim to close the performance gap between the high performing and the low performing students, this descriptive qualitative study was conducted to analyze students’ common and persisting errors in quadratic equations. Forty-six (N=46) Grade 9 students in a public high school in the Philippines participated in the study. Homework was given where students received instructions from video recordings and other online learning materials using blended learning. The common errors students committed were not following directions, mishandling signs, difficulty in recognizing a quadratic equation, inability to distinguish between solving a quadratic equation and simplifying an algebraic expression, failure to express quadratic equations in standard form, disregarding the negative roots, computational errors in basic algebraic conventions in simplifying radical and rational expressions, factoring, performing special products, and in completing the square. Students were interviewed to validate the error analysis. Immediate feedback through a whole class discussion was conducted the following day to discuss the errors and mistakes committed by students in order to address these and help them learn the necessary concepts and skills in quadratic equations. Instructional strategies and interventions for teaching quadratic equations are recommended for future studies.

Probing Learners’ Attributes That Facilitate Effective Mathematics Teaching and Learning at the Rural Secondary School Level

This study sought to explore the attributes of students that make mathematics teaching most effective in secondary schools in the North-West province. A total of 1 120 mathematics students were surveyed with a structured questionnaire and 988 responses were received. The Statistical Package for Social Sciences was employed to evaluate quantitative responses. Study respondents were described using descriptive statistics such as the mean, standard deviation, variance and frequency distributions. According to the findings, there was a significant correlation above 0.3. The results also showed that the correlation matrix was not unitary, providing a strong relevance between the students' attributes. The p-value of most of the attributes was less than 0.01 and 0.05 levels of significance, confirming the interrelations between the attributes. Therefore, none of the attributes could be achieved without considering the others. It was concluded that the multiple relationships between these attributes are viable. Through the study, educators will be able to assess and authenticate a cross-cohort of mathematics students, which will lead to the implementation of appropriate attributes to improve mathematics performance at the secondary school level. Such diagnostic interventions can empower mathematics students to recognise warning signals to work toward improved performance.

Assessing Technology and Digital Platforms for Data-Driven Mathematics teaching and learning in South African Schools

As the world has become more digitalized, technology and digital platforms have revolutionized the way mathematics is taught and learned. It is, however, possible to further transform the way mathematics teaching and learning is conducted by using technology and digital platforms. Schools need to use digital platforms for teaching and learning mathematics to improve performance mathematics since the subject is considered difficult. Data-driven mathematics teaching and learning using technology and digital platforms have been discussed in this article. According to the authors, improved mathematics performance can be achieved by implementing strategies addressing digital platforms, data-driven pedagogy, teacher professional development and student engagement. As a means of achieving meaningful mathematics teaching and learning in South African schools, the authors believe technology and digital platforms can play a significant role. In this theoretical paper, the authors examined a constructivist approach to learning, which holds that learning involves interaction with the environment to construct knowledge. Also incorporated into the framework is the Technology Acceptance Model (TAM), which emphasizes that perceived efficacy, user-friendliness, and social influences impact the adoption and use of technology. As a result of the technology acceptance model, South African schools will be able to overcome challenges like infrastructure limitations and inadequate teacher training to advance the digitalization of information in mathematics education. Keywords: Technology, Digital Platforms, Data-Driven, Pedagogy, Student-engagement

Synchronous, Asynchronous and Modular Distance Learning: Effects on Students’ Mathematics Performance

Aims: This study was conducted to determine the existence of significative differences between students’ performance in Mathematics participating in Synchronous Online Learning, Asynchronous Online Learning, and Modular Distance Learning on the students’ performance in mathematics School Year 2021-2022.
 Study Design: Quasi-Experimental Design
 Place and Duration of Study: The study was conducted at one of the public schools in the division of Misamis Oriental during the school year: 2021 - 2022.
 Methodology: Respondents were that intact classes of students (n=90) fitted for synchronous wherein students attend online classes via online video conference and asynchronous learning via virtual classroom, emails, and messaging (experimental groups) and modular learning (controlled group) via self-learning modules. The researcher made pretest and posttest questionnaires that were used to measure the performance of the students were validated and tested by the schools’ statistician and validators for its adequacy in getting the data for the study.The pretest and posttest score of the students were evaluated as to its increase per student and by groupings. Moreover, Instructional Materials as well as set of topics used in the conduct of this study were that same. The data were analyzed using descriptive statistics like frequency, mean, percentage, standard deviation, and Analysis of Covariance (ANCOVA).
 Results: Results showed that students have outstanding performance under synchronous online learning while very satisfactory for asynchronous online learning and modular distance learning. Furthermore, significant difference was also disclosed proving that the three (3) learning strategies were the reasons on students’ improved Mathematics performance. Finally, it was recommended that use of various learning strategies must be employed on teaching and learning process to help and better the performance of students.
 Conclusion: It was concluded that Students performed better under Asynchronous Online Learning compared to the other two (2) learning strategies utilized in this study. Thus, teaching and learning process can be more effective and productive with the implementation of various teaching strategies specially in providing remedial activities to the learners. Students’ Mathematics Performance specifically at Synchronous Online Learning Strategy was described as outstanding level and interpreted as Very High Mathematics Performance. Moreover, students also achieved High Mathematics Performance on the other two (2) learning strategies. Thus, providing remedial activities can enhance students’ performance in mathematics. The data revealed a significant difference; thus, the null hypothesis was rejected. In addition, the improvement of students’ Mathematics Performance was brought about by the impact of the three learning strategies employed during the conduct of the study.

Does automated reassessment and relearning improve mathematics performance better than computer adaptive practice alone?

Scholarly interest about how students learn and retain learned skills is vast. Cognitive psychologists have recommended various techniques used to increase retention. One technique, spaced retrieval practice, involves extending opportunities to retrieve course content beyond a customarily short window following the initial learning process. Our preregistered counterbalanced randomized controlled trial took place at a public urban secondary school in the north-eastern region of the United States. It investigated whether an online tutor with an Automated Reassessment and Relearning System (ARRS) improves retention for individual students across specific mathematical skills. While our findings revealed a null result, in part due to the small number of participants, we feel this experimental design could be used in future studies with more favourable results. Additionally, we are confident that ARRS could be used to support low prior knowledge students and Students With Interrupted or Limited Formal Education (SLIFE), a growing population in schools that is often overlooked in academic research.

Modelling the Determinants of Students’ Performance in Mathematics

Mathematics is a subject most students perceived to be difficult and have consequently developed a phobia towards. This study aimed to model the determinants of students’ performance in core and elective mathematics and to unearth the various factors that make students perceive mathematics as a difficult subject. Self-administered questionnaires were used to collect primary data from a total of 170 students in five (5) selected senior high schools (SHS). Whereas convenience non-probabilistic sampling was used to select the SHS and elective mathematics students, simple random sampling was employed in selecting core mathematics students. Results from a multiple linear regression analysis indicated that characteristics of students such as students’ fear of mathematics, parents’ level of education, students’ perception of the subject as being difficult, and students’ residential type (boarding or day) were significant determinants of students’ performance in mathematics. Results of a binary logistic regression showed younger students are about 4 times more likely to perceive mathematics to be a difficult subject compared to older students while students who generally fear the subject are about 19 times more likely to perceive the subject as difficult than those who have no mathematics anxiety or fear. Similarly, a student whose father had only basic education could perceive mathematics about 18 times difficult compared to those whose fathers went beyond basic education. The study recommends that in order to improve mathematics performance, students should be desensitized to misconceptions that the subject is for only top-notched students, more boarding facilities should be built, and students studying mathematics should be motivated by teachers and parents.

Working Memory and Processing Speed Predict Math Skills in Pediatric Brain Tumor Survivors.

Childhood brain tumor (BT) survivors are at risk for working memory (WM) and processing speed (PS) deficits, which impact other cognitive domains. This study aimed to characterize WM, PS, and untimed mathematics calculation performance in pediatric BT survivors at least 2 years post-diagnosis, identify medical factors associated with deficits in mathematics, and examine whether WM and/or PS predict mathematics performance in this clinical sample. Retrospective data were gathered from 72 BT survivors between 7 and 21 years of age ( M =13.64y, SD =4.01y) for a clinical neuropsychologic evaluation. All participants completed Wechsler measures of WM and PS and a measure of untimed mathematics calculation. WM, PS, and the mathematics calculation were significantly lower than the normative mean. Math scores were not correlated with any of the examined medical factors. PS was negatively correlated with the Neurological Predictor Scale and positively correlated with age at diagnosis. Both WM and PS were associated with math outcomes and accounted for 30.4% and 19.2% of the variance, respectively. The findings indicate that WM and PS contribute to mathematics performance in pediatric BT survivors. Examining mathematics performance should be a part of clinical neuropsychological evaluations. Interventions to improve mathematics performance in this population should also focus on WM and compensatory strategies for slowed PS.

Using mathematics game-based intervention on children with special educational needs: Preliminary findings

Many video games incorporate positive learning principles, stimulating students' cognitive functioning and promoting problem-solving and spatial abilities. The high levels of engagement and involvement that some students can achieve with video games are notable. Hence, video games for children with a long history of school failure, such as children with special educational needs (SEN). Moreover, it may give educators immediate and ongoing assessment of students' progress. When complemented with human tutoring, video games as a game-based intervention may improve mathematics performance since instruction is more effective when adapted to students' learning needs and pace.
 As part of the research project "GBl4deaf – Game-based Learning for Deaf Students (PTDC/COM-CSS/32022/2017), the video game "Space adventure: Defend the planet!" was designed to stimulate arithmetic competencies in deaf and hearing children. The player must use elementary arithmetical and spatial concepts to rebuild an abandoned space station. Each challenge has three difficulty levels. In the game challenge used in this study, the player must add or remove particles to collect resources. The current research focuses on two questions: The study follows two research questions: Q1: Did the students make any progress in mathematics achievement after playing the video game?; Q2: Is the gameplay of Space adventure: Defend the planet! an engaging experience for players? A pre-and post-game mathematical test was applied to measure mathematics achievement and an observational grid to gather information about arithmetical procedures. Ten fourth- to ninth-graders participated in the study - four girls and six boys, aged between 9 and 16, three deaf and seven hearing students with different special needs (dyscalculia, cognitive deficits, autism spectrum disorder, deafness and Asperger syndrome). Due to the COVID-19 pandemic lockdown, children played the video game using Zoom video conference software in 8-12 sessions (50 minutes, two a three times/week). The results show 4% to 19% of mathematics progression after children played the video game and indicate that they maintain the use of counting-based procedures throughout the game sessions. For instance, they kept counting both addends starting from 1 or counting by 1, 2, 5 or 10 using a number line. The current data suggest that the videogame "Space adventure: Defend the planet!" allows educators to gather immediate information about students' difficulties and progression.

Teachers’ Perceptions on the Effect of COVID-19 on Mathematics Performance in Tanzania

COVID-19 pandemic has affected every sector of human life, including health, global economy and education. In Tanzania the learning situation changed when the first case of COVID-19 infection was detected in the country on 16 th March, 2020 in Arusha. This study examines teachers’ perceptions on the effect of COVID-19 on mathematics performance to Standard 7 and Form 4 students in Tanzania schools. A purposive sampling was employed to select potential primary and secondary school mathematics teachers from 7 zones in Tanzania. To avoid the risk of contamination of the COVID-19 virus, mobile phone interviews were conducted among 18 mathematics teachers from 12 schools across 7 zones. Based on thematic analysis and the results from National Examination Council of Tanzania (NECTA), the findings of the study indicated that there is a slightly drop in the mathematics pass rate of Standard 7 and Form 4 students results in 2020 probably due to the 3 months school academic calendar disruption. It is still not clear how long the pandemic will exist in Tanzania and across the world. However, the study suggests that school head teachers with the support of the Ministry of Education should initiate various innovative interventions that will help all schools in the country to provide learning strategies to their students to improve mathematics performance. While the initiated interventions can be more efficient during COVID-19, they can also help during any other related pandemic in the future. Keywords: COVID-19, mathematics performance, mathematics teachers, primary schools, secondary schools. DOI: 10.7176/JEP/13-14-04 Publication date: May 31 st 2022

Typical and Atypical Mathematics Learning: What Do We Learn From Recent Studies

Poor mathematical abilities have a substantial societal impact. This special issue includes contributions discussing learning of mathematics that have impact on educational policy or elementary school practice. All papers explore and illustrate recent studies and available literature in the field of understanding typical and atypical mathematics learning. They reflect on mechanisms of conceptual development, models of typical and atypical learning, individual quantitative and qualitative differences, strengths and weaknesses, factors that appear promising and positively influencing the learning process of students’ learning of mathematics, and on interventions that aim to improve mathematics performance even in very young children.

Examining educational inequalities: insights in the context of improved mathematics performance on national and international assessments at primary level in Ireland

BackgroundEvaluations of effectiveness of educational reforms are often based on the level of improvement in student performance from one cycle of a particular assessment to the next. However, improvements in overall performance do not necessarily translate to improved equality. Indeed, improvements that favour certain subgroups of students can exacerbate educational performance gaps and thus, inequality. This research examines changes in equality of mathematics achievement and subgroup performance differences in Irish primary school students over time. Ireland constitutes an interesting case study due to the introduction of a new National Literacy and Numeracy Strategy in 2011, the initial implementation of which has been linked to significant improvements in student mathematics performance. This paper aims to investigate whether these improvements have been accompanied by improvements in equality.MethodsUsing data from the Irish National Assessments of Mathematics and English Reading (NAMER) and the Trends in International Mathematics and Science Study (TIMSS) from the period before and after the introduction of the Strategy, the study examines (i) deviations in student scores, (ii) variability in achievement at student and school levels and (iii) performance gaps based on demographic and socioeconomic factors over time. Bivariate analyses and multilevel regression models were used to identify student- and school-level variables related to mathematics performance.ResultsThe results showed a decrease in variability in students’ mathematics performance after the introduction of the Strategy; this decrease was statistically significant only for TIMSS. Additionally, there was a considerable decrease in variance in mathematics performance attributed to between-school differences over time. These findings constitute evidence of increased equality as performance differences between students and schools tended to shrink. Regarding performance gaps and variance in mathematics performance explained by background characteristics, this study provided mixed results. In NAMER, subsequent to the introduction of the Strategy, the performance gaps and variance in mathematics achievement explained by selected demographic and socioeconomic characteristics decreased considerably. However, this was not the case for TIMSS.ConclusionsThe evidence provided by this study suggests that Ireland has made reasonable progress in addressing inequality. However, there is room for improvement, as a significant proportion of the variance in student mathematics performance is still explained by demographic and socioeconomic characteristics.

Effects of spatial training on mathematics in first and sixth grade children.

A pretest-training-posttest design assessed whether training to improve spatial skills also improved mathematics performance in elementary-aged children. First grade students (mean age = 7 years, n = 134) and sixth grade students (mean age = 12 years, n = 124) completed training in 1 of 2 spatial skills—spatial visualization or form perception/VSWM—or in a nonspatial control condition that featured language arts training. Spatial training led to better overall mathematics performance in both grades, and the gains were significantly greater than for language arts training. The same effects were found regardless of spatial training type, or the type of mathematics tested. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Peer tutors’ views on their role in motivating learners to learn mathematics

Many learners are unmotivated to learn mathematics due to a lack of attention, irrelevance of mathematics, low self-confidence and dissatisfaction. However, peer tutoring can afford learners opportunities to engage with other individuals who have overcome similar challenges in the learning of mathematics and who can motivate them to become increasingly mindful of the task at hand at their own pace in a one-on-one relationship. This article reports on Grade 12 peer tutors’ views on their role in motivating Grade 8 and Grade 9 learners to learn mathematics in relation to the four categories of learner motivation, namely attention, relevance, confidence and satisfaction (ARCS). The four categories adapted from the ARCS model of motivation were used as a lens to view and analyse the data using theoretical thematic analysis. This qualitative article utilised pre- and post-interviews as data collection instruments. Ten of the best-performing Grade 12 learners at an ex-model C school in Gauteng province in South Africa were purposively selected to participate in the research. The findings revealed that peer tutors view their role to motivate learners to learn mathematics peculiar to seven positions, which can inform future research on intervention strategies to improve mathematics performance. This article introduces research on an adapted use of the ARCS model of motivation in motivating learners to learn mathematics, which is a novel way of bringing new perspectives to research on motivation in mathematics at secondary school level.

Community Information Campaigns Improve Girls' Education: Evidence from an RCT in Zimbabwe

We examine the impact of a randomized Girls' Education Challenge project implemented in rural Zimbabwe. The multifaceted project initially provided information about girls' rights and education barriers to girls, caregivers, teachers, and other community members. Later, the project introduced a learn-to-read program and provided resources such as bicycles and books. The information campaign significantly improved mathematics performance and school enrolment in a short time frame. The subsequent provision of resources and curriculum changes corresponded to improvements in literacy but did not correspond to any additional improvements in mathematics and enrolment beyond what was observed following the information provision alone.

Metacognition and mathematics education: an overview

This special issue includes contributions discussing the assessment and training of metacognition that appear promising for the purpose of positively influencing the learning process of students’ learning of mathematics. More specifically, contributors explore, illustrate and scrutinize available research evidence for its relevance and effectiveness in the specific curricular field of mathematics education. After an introduction and discussion of the individual input, we explore the scientific progress in the area of the theoretical framework and conceptualizations of metacognition, the relationships between metacognition and mathematics performance, the various effects upon ability levels, the measures to assess metacognition, and the interventions that aim to improve mathematics performance. This special issue ends with a reflection on practical suggestions for mathematics education.

Students’ attitude towards Undergraduate Foundation Mathematics Remediation in a HE institution in a Gulf Country

This study outline causes why Foundation Mathematics students are reluctant to access support and remedial structures that are put in place to enable them to achieve their academic goals. The study was conducted using a survey method which included administering a structured questionnaire and one-to-one focused group discussions with students. The study aims to discuss the common tendency of students towards mathematics remediation programmes. This study centred on students’ perceptions regarding the teaching & Learning of Mathematics, specifically, however, the educational surroundings impacts their perceptions as students of Mathematics in terms of confidence, anxiety, enjoyment, motivation, and therefore the connection of Mathematics in personal and skilled Experiences. Data obtained from this study indicated that factors contributing to poor performance include lack of motivation, poor attitude of students towards Mathematics courses and retrogressive practices. It is envisaged that rising on these factors and sensitization of students to discard practices that proscribe learner’s effective participation in finding out the topic may improve their performance in mathematics. It is likely that improved mathematics performance will give learners opportunities to pursue mathematics-related HE degree programmes at higher institutions of learning.

The Effects of Training on Computational Fluency and Working Memory on Students’ Achievement and Retention in Algebra

Many students, despite a good understanding of mathematical concepts, are hindered by simple calculations. Recent cognitive researches claimed that working memory which is the limited capacity system of the brain that allows simultaneous storage and processing of temporary information may be improved through trainings and, consequently, improved mathematics performance. The purpose of this study is to investigate the effect of the dual task training on computational fluency with a load of working memory task compared to the traditional basic mathematics drill on the students’ achievement and retention in high school algebra. This research made use of two randomly chosen intact groups of fourth year high school students who were given both pretest and posttest using three validated instruments. A 3-week follow-up test was administered to assess algebra retention. This study found that the students who received the dual task training have significantly higher gains in their computational fluency and working memory ability. However, both groups were comparable in terms of their algebra achievement and retention after the 6-week training. The computational fluency was also found to be a predictor of the students’ achievement and retention in algebra. Thus, the working memory training has no direct effect on the students’ algebra achievement but mediated the effect of computational fluency. A longer and uninterrupted experimental period is recommended for further studies with a focus on binary number tasks as this was found to predict computational fluency.

Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction

This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.