Interest In Math Research Articles

Parent–child math talk and early math interest: comparing the effects of written versus hands-on materials

ABSTRACT This study investigated the impact of written and hands-on teaching materials on parent–child math talk and children’s interest in mathematics. Thirty parents and their preschool children participated in two play sessions, one using written material and the other using hands-on material, each lasting 12 min. At the end of each session, the children’s interest levels were assessed, and the frequency of math-related conversations was analysed. Regardless of the materials used, discussions primarily revolved around fundamental numerical concepts, with little mention of practical measurement units and conventional nominatives or number comparisons involving the application of mental representation. Ordinal and division concepts were only mentioned by parents in the written scenario rather than in the hands-on one. Overall, using written material led to doubling math discourse compared to hands-on material. However, children showed slightly higher interest levels in the hands-on scenario, where parent–child math talk categories also exhibited greater synchrony. The study highlights the complementary nature of written and hands-on teaching materials and provides recommendations for their future application.

The Opinions of Parents on their Preschool Students with Gifted Potential

Identifying gifted children is crucial for providing them with appropriate education in preschool. Gifted education providers use IQ tests, teacher feedback, and expert reports for grouping such students. Added to that, this study explores the perceptions of parents in identifying giftedness in preschool children. Based on qualitative research approach, the researchers first investigated how eighty-one families define children with gifted potential. Later, these family responses were grouped based on the IQ test results of the children who were listed as normal or with gifted potential. Analysis of the data revealed several characteristics for defining preschoolers with gifted potential. These characteristics include proficiency in the mother tongue, curiosity, strong memory, interest in math and foreign languages, musical talent, fast comprehension, sociability, high attention, reading and writing early, logical thinking, and creativity. However, most of these characteristics were also mentioned for students with normal test scores. Implications and results are discussed at the end of the paper.

A structural model of college students’ mathematics performance: the role of psychological, physiological, and psychosocial factors

The study aimed to find the best-fit structural model to describe the mathematics performance of freshmen secondary education students majoring in mathematics concerning psychological, physiological, and psychosocial factors. Psychological factors were measured in terms of self-efficacy and attitudes toward mathematics, while physiological factors were assessed about nutritional status, and wellness and well-being. Psychosocial factors were measured in terms of math anxiety and math interest. A questionnaire was administered to 312 randomly selected mathematics teacher education students who have experienced struggles in their board examination performance. These students came from various higher education institutions in the Davao and the SOCCSKSARGEN (South Cotabato, Cotabato, Sultan Kudarat, Sarangani and General Santos City) regions. The validity and reliability of the questionnaire were established through factor analysis and an internal reliability test, respectively. The findings indicate that students exhibit strong performance in mathematics, possess moderate levels of psychological and psychosocial competencies, and maintain relatively healthy physiological statuses. Additionally, the results reveal a structural model depicting students’ mathematics performance with psychological, physiological, and psychosocial factors, which can explain 78% of the data considered in the study. Higher educational institutions may enhance support for students’ psychological and psychosocial skills and integrate health and wellness programs to boost their physiological status, given its impact on academic performance. Further research is encouraged to explore additional factors affecting academic success, aiming to develop a more comprehensive understanding of influences on students’ performance.

Analysis of factors of Low Student Learning Interest in Grade IV Mathematics Subjects at Elementary School


 
 
 
 A study was conducted by researchers at SD Negeri 35 Palembang. The purpose of this study was to examine the various factors that cause students' lack of interest in learning in grade IV in mathematics. The researcher utilized a qualitative research method using a case study approach. Data collection was done through triangulation and inductive analysis, and emphasis on meaning rather than generalization in qualitative research results. Case study refers to a series of research activities carried out in a structured, detailed, and thorough manner regarding a program, event, or activity. The purpose of this case study is to understand in depth about it, both from the perspective of individuals, groups, institutions, and organizations. Generally, the case chosen is an ongoing event in real life, not something that has happened in the past. The process of collecting information is carried out through direct observation and interaction through interviews. Based on observations, interviews, and notes taken by the researcher, it was concluded that there were about five students in one class who received low scores and lacked interest in learning mathematics. Based on information found by researchers during observations and interviews, it can be concluded that there are several reasons why grade IV students' interest in learning mathematics at SD Negeri 35 Palembang is low. First, students do not have enough rest time. Second, students lack motivation to learn. Third, students do not show high interest in math. Fourth, students have to deal with two activities at once, namely school and boarding school. Finally, there is the influence of the post-Covid-19 situation or online learning.
 
 
 

Building a Partnership Between a University and Local High School to Foster and Grow Interest in Biomedical Sciences and Engineering.

To help foster interest in science, technology, engineering, and math (STEM), it is important to develop opportunities that excite and teach young minds about STEM-related fields. Over the past several years, our university-based research group has sought to help grow excitement around the biomechanics and biomedical engineering fields. The purposes of this technical brief are to (1) discuss the development of a partnership built between a St. Louis area high school and biomechanics research lab and (2) provide practical guidance for other researchers looking to implement a long-term outreach program. The partnership uses three different outreach opportunities. The first opportunity consisted of 12th-grade students visiting university research labs for an up-close perspective of ongoing biomedical research. The second opportunity was a biomedical research showcase where research-active graduate students traveled to the high school to perform demonstrations. The third opportunity consisted of a collaborative capstone project where a high school student was able to carry out research directly in a university lab. To date, we have expanded our reach from 19 students to interacting with over 100 students, which has yielded increased interest in STEM related research. Our postprogram survey showed that outreach programs such as the one described herein can increase interest in STEM within all ages of high school students. Building partnerships between high schools and university researchers increases the interest in STEM amongst high school students, and gives graduate students an outlet to present work to an eager-to-learn audience.

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.

Virtual Teaching Together: engaging parents and young children in STEM activities.

Early informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when families of young children were provided with STEM family education events along with home STEM activity kits compared to providing workshops alone. This study was a conceptual replication using the same program-Teaching Together STEM-to deliver educational workshops plus home activity kits; however, we varied the delivery method by using virtual "funshops" to evaluate if parents perceived this modality as feasible and useful. Museum informal science educators introduced four units via virtual video chat sessions linked to 12 hands-on STEM activities that were mailed to families randomly assigned to the treatment group. Half of the families were assigned to a waitlist control group that received a portion of the virtual program after the posttest. Participants included 60 families with children aged 3 to 5 years from diverse linguistic and socioeconomic backgrounds. Our results indicate no significant group differences in the primary outcome of parents' involvement in informal STEM but a small, positive effect size (ES = 0.18) that was similar in magnitude to the prior, in-person study. Although parents mostly perceived the remote delivery as convenient and the materials as engaging for their child, there were no significant program impacts on children's general science interests (ES = -0.19). Despite the convenience, parents reported time was a barrier to doing STEM activities at home. Parents with lower education levels were less likely to attend, suggesting virtual approaches are not sufficient for ensuring broad access to family engagement programs for populations underrepresented in STEM.

Mathematical game performance as an indicator of deliberate practice

The traditional classroom setting presents challenges when it comes to strengthening adaptive expertise in mathematics education through deliberate practice. This study aimed to investigate whether the Number Navigation Game (NNG) could help promote deliberate practice, and whether students’ performance in the game was related to their development of Adaptive Number Knowledge, perceived challenge, flow, and math interest. NNG is a game-based learning environment that requires students to progress by solving increasingly complex arithmetic problems, which is crucial for promoting adaptive number knowledge. Game performances of 214 Finnish students were analyzed and compared to the best possible performance for each game level. A growth mixture model based on the students' relative performance levels was used to gain insight into how students' game performance changed throughout the game, and how this related to their knowledge gains, perceived challenge, math motivation, and flow. There were four different profiles of students' game performance. The largest profile consisted of students who steadily improved their performance in the game, despite initially having lower-than-average performance. This group experienced lower levels of flow but achieved larger learning gains than the other groups, suggesting that their engagement may be more aligned with deliberate practice.

이공계열 대학생의 수학적 자기효능감이 수학흥미에 미치는 영향

Objectives The purpose of this study was to empirically analyze the relationship between mathematical self-effi-cacy, mathematical anxiety, and mathematical interest in science and engineering college students.
 Methods The survey was conducted on 342 science and engineering college students in the metropolitan area, and empirical study was performed by multi-regression analysis and bootstrapping with SPSS statistical program.
 Results The following major results were derived. First, college students' confidence in mathematics, preference for task difficulty, and self-regulation efficacy were all found to have a significant negative effect on math anxiety. Second, it was found that college students' math anxiety had a significant negative effect on math interest. Third, it was discovered that college students' confidence in mathematics, task difficulty preferences, and self-regu-latory efficacy all had a significant positive effect on math interest. Fourth, it was discovered that mathematical self-efficacy factors like confidence, task difficulty preference, and self-regulation efficacy all had a positive im-pact on mathematical interest through mathematical anxiety.
 Conclusions It was concluded that this study identified task difficulty preference factors and confidence factors in increasing interest in mathematics via empirical study.

Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities.

This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored significantly higher on the test, whereas students with LDs who received but did not use ETA scored significantly lower on the test. In addition, students with LDs in the two ETA groups reported a lower level of perceived time pressure and a higher level of math interest and enjoyment than their peers who did not receive ETA. For students with LDs who received ETA, optimal performance was achieved with 50% additional time, while their peers who did not receive ETA typically performed best when utilizing most of their allotted time. The analysis of process data revealed that students with LDs who used ETA performed more actions, had a higher number of revisits, used universal design digital tools more frequently, and performed better on time-consuming items than their peers who did not receive ETA at the same level of math performance.

Guidance and Counseling Teacher Strategies in Overcoming Student Discipline Problems at SMA Muhammadiyah 1 Medan

This study aims to investigate the role of Guidance and Counseling teachers in overcoming the problem of student tardiness at SMA Muhammidiyah 1 Medan. The results of the study show that Guidance and Counseling teachers play a role in providing guidance, direction, and individual counseling to students who come late to school. The reasons for being late for students vary, such as difficulty getting up early, tired of helping parents after school, or a lack of interest in math. The provision of individual counseling services by Guidance and Counseling teachers has succeeded in showing a decrease in cases of students arriving late to school. Thus, the application of individual counseling services can be a solution in overcoming the problem of student delays at SMA Muhammadiyah 1 Medan.

A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.

A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.

The relationship between accuracy in numerosity estimation, math achievement, and math interest in primary school students.

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 big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students

BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders. AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders. SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925). MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain. ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest. ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.

Cultural Change, Community, and Belonging: Supporting the Next Generation of Surgeons From Groups Historically Excluded From Medicine.

Cultural Change, Community, and Belonging: Supporting the Next Generation of Surgeons From Groups Historically Excluded From Medicine.

Middle and high school girls’ attitude to science, technology, engineering, and mathematics career interest across grade levels and school types

The aim of this study is to examine Kazakh female students’ interest in STEM professions. A convenient sampling method was used to determine the participants from 10 girls’ schools in Almaty city in Kazakhstan. 522 girls from grades 7th to 11th provided answers to the “STEM Career Interest Survey” which was administered online. Collected data was analyzed to see how girls’ STEM carries interest change according to the type of school and grade level, along with locating the correlations between their interests and their end-term marks in each STEM subject. MANOVA analysis showed that girls’ career interests in different STEM subjects are changing for different school levels across types of schools. Through ANOVA analysis we showed that only girls’ math interest significantly changed across school levels. Post-hoc analyses indicated that seventh level students’ interest in math was statistically higher than eighth and ninth level students. For the school type variable, ANOVA analysis showed that only girls’ technology and engineering interests were significantly different across school types. In other words, girls in Nazarbayev Intellectual Schools (NIS) were significantly more interested in technology and engineering careers than public school girls while for science and mathematics there was no difference between the two types of schools. Additionally, at the 8th and 11th school levels NIS girls have a higher interest in science while at the 10th level public school girls have higher scores. Finally, we detected significant correlations of modest amplitude between girls’ STEM were analyzed rest and their achievement in physics, math, chemistry, and biology. This study will allow supporting teachers and school administrators in their efforts to encourage girls to pursue STEM studies and careers, and we hope it will also help researchers to orient their efforts in providing them with fertile and durable solutions.

Do teacher instructional practices shape children's academic self‐concept and interest in mathematics and science? Evidence from TIMSS 2015

AbstractChildren possess different beliefs regarding their ability to succeed in math and science, as well as different levels of enjoyment and interest in these topics. These motivational processes are important because they often shape learning‐related behaviours which in turn predict academic outcomes, over and above previous performance. But, what are the potential sources of influence that could explain individual differences in children's academic self‐concept and interest in math and science? In this registered report, we adopted a situated expectancy‐value theory framework to examine the potential role of teacher instructional practices that emphasize conceptual understanding in enhancing these motivational processes. We focused on practices emphasizing conceptual understanding given science‐driven recommendations to implement them across the United States. Contrary to our hypotheses, a multilevel analysis of grade 4 U.S. data from the 2015 release of the Trends in International Mathematics and Science Study (TIMSS) revealed that the self‐reported frequency of instructional practices emphasizing conceptual understanding were unrelated to math or science self‐concept and interest. Our null findings prompt greater attention to other factors, such as the quality and implementation of instructional practices, differences between instructional goals and actual practices, and classroom composition, that could enhance ability beliefs and values in math and science.

Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers.

For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence.

Supplemental Material for A Growth-Theory-of-Interest Intervention Increases Interest in Math and Science Coursework Among Liberal Arts Undergraduates

Supplemental Material for A Growth-Theory-of-Interest Intervention Increases Interest in Math and Science Coursework Among Liberal Arts Undergraduates

Exploring control-value motivational profiles of mathematics anxiety, self-concept, and interest in adolescents.

In this study, we identified multidimensional profiles in students' math anxiety, math self-concept, and math interest using data from a large generalizable sample of 16,547 9th grade students in the United States who participated in the National Study of Learning Mindsets. We also analyzed the extent that students' profile memberships are associated with related measures such as prior mathematics achievement, academic stress, and challenge-seeking behavior. Five multidimensional profiles were identified: two profiles which demonstrated relatively high levels of interest and self-concept, along with low math anxiety, in line with the tenets of the control-value theory of academic emotions (C-VTAE); two profiles which demonstrated relatively low levels of interest and self-concept, and high levels of math anxiety (again in accordance with C-VTAE); and one profile, comprising more than 37% of the total sample, which demonstrated medium levels of interest, high levels of self-concept, and medium levels of anxiety. All five profiles varied significantly from one another in their association with the distal variables of challenge seeking behavior, prior mathematics achievement, and academic stress. This study contributes to the literature on math anxiety, self-concept, and interest by identifying and validating student profiles that mainly align with the control-value theory of academic emotions in a large, generalizable sample.