Math Ability Research Articles

Exploring EFs and Math Abilities in Highly Deprived Contexts.

Executive functions (EFs)’ development is critically affected by childhood adversity exposure. Although recent studies underlined the deleterious effects of early life stresses on working memory (WM) and inhibitory control, they were scarcely investigated in war context especially in relation with learning abilities. In order to fill this gap, we designed a research with the aim to evaluate EFs together with early math skills. In particular, we conducted a study involving 150 children divided into three groups: 48 Yazidis (Mage = 71 months, SD = 6.59), 47 Syrian refugees (Mage = 68.77 months, SD = 7, age), and 55 Italians (Mage = 68.65 months, SD = 2.88) attending the third year of kindergarten in Italy or inserted in Psyco-Social-Support activities in Iraq. The children were evaluated with a variety of tasks assessing WM, inhibitory control, counting, digit-quantity mapping, and digit naming skills. The results indicated substantial differences both in EFs and early numerical abilities between the deprived groups and the Italian children. Data are discussed in terms of implications for children both exposed to mainstream school environments and living in socio-economically disadvantaged and deprived contexts.

Early Causes of Financial Disquiet and the Gender Gap in Financial Literacy: Evidence from College Students in the Southeastern United States

Financial literacy, a cornerstone of family economic well-being, is surprisingly low in the United States. The literature has established that financial literacy is lower among women than among men. As sound financial decision-making among both male and female household heads is of paramount importance to well-being, we look to identify the underlying causes that may initiate and perpetuate this differential. We found that a gender-based gap in understanding develops by early college age, before individuals have had the opportunity to develop financial skills through experience or specialization in household roles. The literature indicates that women tend to underestimate their abilities relative to men, particularly in areas of math and financial decision-making. Math ability, financial confidence, and financial and math education have been found to enhance financial literacy, and so we focus on math self-efficacy as an early indicator of financial assurance and literacy. Using an ordered probit model and data from a sample of 529 college students across three institutions in the southeastern United States, we extend the current literature to find that for men, objective math ability drives financial literacy. For women, on the other hand, self-efficacy—and not objective ability—is predictive of financial literacy. Understanding the underlying causes of the gender-based financial literacy gap can inform the creation of better education, family, and cultural intervention methods by which to close this gap in financial literacy, decisions, and outcomes.

Incentive motivation improves numerosity discrimination: Insights from pupillometry combined with drift-diffusion modelling

Recent studies show that training the approximate number system (ANS) holds promise for improving symbolic math abilities. Extending this line of research, the present study aims to shed light on incentive motivation of numerosity discrimination and the underlying mechanisms. Thirty-two young adults performed a novel incentivized dot comparison task, that we developed, to discern the larger of two numerosities. An EZ-diffusion model was applied to decompose motivational effects on component processes of perceptual decision-making. Furthermore, phasic pupil dilation served as an indicator of the involvement of the salience network. The results of improved accuracy and a higher information accumulation rate under the reward condition suggest that incentive motivation boosts the precision of the ANS. These novel findings extend earlier evidence on reward-related enhancements of perceptual discrimination to the domain of numerosity perception. In light of the Adaptive Gain Theory, we interpret the results in terms of two processes of gain modulation driven by the locus coeruleus-norepinephrine system. Specifically, the reward-induced increase in pupil dilation may reflect incentive modulation of (i) salience attention during reward anticipation towards incentivized stimuli to upregulate stimulus processing that results in a larger drift rate; and (ii) response caution that leads to an increased decision threshold.

Early Causes of Financial Disquiet and the Gender Gap in Financial Literacy: Evidence from College Students in the Southeastern United States

Financial literacy, a cornerstone of family economic well-being, is surprisingly low in the United States. The literature has established that financial literacy is lower among women than among men. As sound financial decision-making among both male and female household heads is of paramount importance to well-being, we look to identify the underlying causes that may initiate and perpetuate this differential. We found that a gender-based gap in understanding develops by early college age, before individuals have had the opportunity to develop financial skills through experience or specialization in household roles. The literature indicates that women tend to underestimate their abilities relative to men, particularly in areas of math and financial decision-making. Math ability, financial confidence, and financial and math education have been found to enhance financial literacy, and so we focus on math self-efficacy as an early indicator of financial assurance and literacy. Using an ordered probit model and data from a sample of 529 college students across three institutions in the southeastern United States, we extend the current literature to find that for men, objective math ability drives financial literacy. For women, on the other hand self-efficacy — and not objective ability — is predictive of financial literacy. Understanding the underlying causes of the gender-based financial literacy gap can inform the creation of better education, family, and cultural intervention methods by which to close this gap in financial literacy, decisions, and outcomes.

Mathematical Performance of American Youth: Diminished Returns of Educational Attainment of Asian-American Parents

The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the educational performance of Asian Americans or not. To explore ethnic differences in the association between parental educational attainment and youth mathematical performance among 10th-grade American high schoolers, this cross-sectional study used baseline data from the Education Longitudinal Study, a national survey of 10th-grade American youth. The analytical sample included a total number of 10,142 youth composed of 1460 (14.4%) Asian-American and 8682 (85.6%) non-Hispanic youth. The dependent variable was youth math performance (standard test score). The independent variable was parental education. Gender, both parents living in the same household, and school characteristics (% students receiving free lunch, urban school, and public school) were the covariates. Ethnicity was the moderating variable. Linear regression was used for data analysis. Overall, parental educational attainment was positively associated with math ability (test score). We observed a statistically significant interaction between ethnicity (Asian American) and parental education attainment on the results of math test scores, indicating that the boosting effect of high parental educational attainment on youth math function is smaller for Asian-American youth than for Non-Hispanic White youth. While high parental educational attainment contributes to youth educational outcomes, this association is weaker for Asian-American youth than non-Hispanic White youth. Diminished returns (weaker effects of parental education in generating outcomes for ethnic minorities) that are previously shown for Hispanics and Blacks also apply to Asian Americans.

Students’ metacognitive skills in solving word problem

Problem solving is the primary purpose of the mathematics curriculum. Metacognitive skills play an important role in problem solving. Solving mathematics word problem is a part of the problem solving. Students need appropriate steps and strategies to solve word problems and, in many cases, each student uses different strategy in solving word problem. This is because the difference of mathematical ability. This study aimed to describe the profile of metacognitive skills of students with high math ability and low math ability in solving the mathematics word problem, from the aspects of metacognitive skills of planning, monitoring and evaluating. The type of this research is qualitative descriptive. Subjects of the study are two students of Senior High School in Yogyakarta. Data collection techniques are observation, test, documentation and interviews. The validity of the data using a triangulation method. Data analysis techniques of this research are data reduction, data display, and conclusion/verification. The results of the study show that students who have high mathematical abilities meet the indicators of metacognitive skills in the planning, monitoring and evaluating stages. While students who have low mathematical abilities meet indicators of metacognitive skills in the planning stage but, have not fully met the indicators of metacognitive skills in the monitoring and evaluating stages in solving problems.

Don’t eliminate the negative: Influences of negative number magnitude knowledge on algebra performance and learning.

Numerical magnitude knowledge is related to current math abilities and predictive of future math learning. However, this relationship has previously been shown only for knowledge of positive magnitudes; the present study is the first, to our knowledge, to examine the connection between magnitude knowledge and math ability with negative integers. In the current study, 8th Grade Algebra I students (n = 154) were given assessments of their algebra and negative sign knowledge and 2 number line tasks, an all negative (−10,000 to 0) and a bidirectional scale (−1,000 to 1,000) as part of a pretest and posttest surrounding their unit on 2-step equation solving. Results show that students’ negative sign and numerical magnitude knowledge are associated with their current, or pretest, algebra performance. However, only negative magnitude knowledge from the bidirectional number line was predictive of improvement in students’ overall algebra knowledge. These findings illustrate differences between knowledge of positive and negative magnitudes and provide support for the integrated theory of numerical development. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Implementation Of Textbook That Integrates KKNI 6 Task Improving Student Mathematical Communication Ability.

The purposes of this study were: first to determine the mathematical communication ability differences between students who learned with textbook that integrates 6 task KKNI and students who learned without using textbooks that integrated 6 task KKNI; second to describe the interaction between the application of textbook integrates 6 task KKNI with students’ mathematics prior knowledge.. This study is semi-experimental research. DIK class D-Mat 2019 and the class F-MAT DIK 2019 were randomly selected as consecutively the control class and the experimental class. The instrument used for this study took place, namely mathematical communication ability test and observation sheet. Data was analyzed using ANOVA analysis and ANACOVA. The results showed that, the first class of students communication skills mathematical experiment better than the students who are in the control class. Second, there is no interaction between the application of integrated textbook 6 KKNI task and beginning math ability of students to students mathematical communication.

The ability of multi-representation of junior high school students in solving algebra problem in the TIMSS model

Algebra is one of mathematical topics that’s difficult to understand by students. Many symbols in algebra make students difficult, so multi-representation can help any student to understood. This study is to describe students ability of multi-representation in solving algebra problems. The sample of this qualitative study is the 8th grade students of SMPN 2 Waru Sidoarjo, East Java, there are eight class from A to G, we choose class VIII B was purposively chosen from eight classes and contains 20 girls and 18 boys. All students were given both maths ability test and problem solving test. There were 10 students with the high ability in algebra, 25 students with medium ability in algebra and 3 students with low ability in algebra. Two volunteer students with high ability in algebra who had interesting representations were chosen as our respondents. The semi-structured interview was utilized to investigate the process, representations and students conceptual of algebra. The representation use by the first student is symbolic representation and visual representation. The representation use by the second student is symbolic representation and verbal representation.

On Analysis and Evaluation of Early Math Giftedness Prediction, Regarding Children’s Individual Differences, and Mind Brain Education Science (Neural Networks’ Modeling Approach)

This paper adopted the concept that that learning process viewed as three layered system resulting in effective pedagogy in children’s classrooms while discovery therein any mathematically gifted individual child. In more detailed words, that system suggested to be decomposed of human brain, personality psychology, and mathematical classroom pedagogy. Interestingly, it is known that analysis and evaluation of Mathematical giftedness observed at children classrooms is a challenging and complex phenomenon. Consequently, the process of early mathematically gifted childhood discovery of any individual child revealing his high capabilities’ level in mathematics -while dealing with some math assigned problem-is an interesting and challenging transdisciplinary research issue. Herein, this piece of research focuses on quantitative analysis and evaluation of Mathematical giftedness considering individual children’s differences. provided different response time. I.E. regarding learning convergence time response of gifted children is very effective and efficient in completing their assignments faster. Specifically, this research work adopted Artificial Neural Networks (ANNS) for modeling of prediction of early math gifted children. That modeling approach covers two discipline folds namely as follows :1) neuroscience may considered as the study of educational brain hardware” (organizational tissues and structure) It includes number of neural cells in addition to the ratio variation between the numbers of neurons and glial cell. That’s besides 2) psychology considered as the study of the brain operating system It operates with the memory notions, intelligence, information processing, comprehension level, etc. Herein, the math learning process is simulated using self-organized (autonomous) ANN model based on Hebbian rule paradigm. Moreover, individual differences’ prediction of math gifted children is measured via the response convergence time after reaching correct answer of a long division math process. Interestingly, this presented work agrees well with the latest research in the science of Mind, Brain and Education (MBE) and the six principles of that approach. are available to help 21st Century teachers and learners achieve success. Finally, results obtained after running realistic simulation programs shown to be in agreement with practically obtained results at our case study. Conclusively, as an extension of this transdisciplinary research work in the future, studies should investigate the factors discovered to be correlated with early math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability. Consequently, this research work resulted in highly recommendation for application of suggested novel trend aiming to improve children’s mathematical giftedness in accordance with the math giftedness factors.

Set-shifting ability is specifically linked to high-school science and math achievement in Chinese adolescents.

Previous meta-analytic studies have revealed that set-shifting ability contributes to achievement in math and reading equally during childhood, but less is known about whether set-shifting ability plays an equally important role in achievement in different school subjects during high-school learning. To fill this research gap, the current study examined the association between set-shifting ability and academic achievement among 10th-grade Chinese adolescents who attended high school (N = 221). Meanwhile, we further explored the possible mechanisms underlying this association by testing the mediating role of math abilities (i.e., arithmetic and algebraic ability). Set-shifting ability was measured through a task-switching task in which participants continuously change task rules based on color and shape sets. Academic achievement was indexed by curriculum-based examination scores. Based on exploratory factor analyses, the achievement scores could be classified into two categories: (a) science and math achievement, including math, physics, chemistry, biology, and geography scores; and (b) humanities achievement, comprising Chinese, English, history, and politics scores. Arithmetic ability and algebraic ability were measured by participants' ability to perform calculations and solve algebraic equations, respectively. Correlation and regression analyses found that set-shifting ability was related to science and math achievement, but not to humanities achievement. Furthermore, the association between set-shifting ability and science and math achievement is partly mediated by algebraic ability. Together, these results suggest that set-shifting ability plays a domain-specific role in achievement. That is, set-shifting ability is specifically linked to science and math achievement in Chinese adolescents, and this specific link may be partly mediated by algebraic ability.

Training nonsymbolic proportional reasoning in children and its effects on their symbolic math abilities

Our understanding of proportions can be both symbolic, as when doing calculations in school mathematics, or intuitive, as when folding a bed sheet in half. While an understanding of symbolic proportions is crucial for school mathematics, the cognitive foundations of this ability remain unclear. Here we implemented a computerized training game to test a causal link from intuitive (nonsymbolic) to symbolic proportional reasoning and other math abilities in 4th grade children. An experimental group was trained in nonsymbolic proportional reasoning (PR) with continuous extents, and an active control group was trained on a remarkably similar nonsymbolic magnitude comparison. We found that the experimental group improved at nonsymbolic PR across training sessions, showed near transfer to a paper-and-pencil nonsymbolic PR test, transfer to symbolic proportions, and far transfer to geometry. The active control group showed only a predicted far transfer to geometry. In a second experiment, these results were replicated with an independent cohort of children. Overall this study extends previous correlational evidence, suggesting a functional link between nonsymbolic PR on one hand and symbolic PR and geometry on the other.

ANALISIS STRATEGI MATHEMATICAL HABITS OF MIND SISWA DALAM PEMECAHAN MASALAH MATERI SPLTV

AbstractThis study aims to determine and describe mathematical habits of mind strategies in solving problems of students with high and low mathematical abilities on the material of three variable linear equation systems in Senior High School 7 Pontianak. The research method used in this research is descriptive with a case study research form. The subjects in this study were students of class XI MIPA 3 in Senior High School 7 Pontianak and the interview subjects were two students with high math ability and two subjects with low math ability. The results showed that students with high mathematical abilities meet all components of mathematical habits of mind strategies, namely exploring mathematical ideas, generalizing, reflecting on the correctness of answers, identifying problem solving strategies that can be applied to broader problems, making questions and making examples. Students with low mathematical abilities meet three components of mathematical habits of mind strategies, namely generalizing, identifying problem solving strategies that can be applied to broader problems, and making questions.Keywords : Mathematical Habits Of Mind, Analysis, Problem Solving

An Examination of Parental College Expectations’ Mediating Role between Children’s Savings Accounts and Children’s Educational Attainment by Income Level

Even though ownership of a Children’s Savings Account (CSA), children’s academic achievement, and parental college expectations are potentially key components for closing the inequality gap in education, the interdependence of these elements is not yet fully understood. Guided by the Theory of Planned Behavior, we utilize structural equation modeling (SEM) in this cross-sectional study to examine the mediating role of parental college expectations on the relationship between ownership of a Harold Alfond College Challenge (HACC) account and parents’ perception of children’s math and reading abilities by the level of household income. Although it is currently a universal, opt-out CSA program available to all babies born in Maine, HACC started in 2008 as an opt-in program, and it is this timeframe that is the focus of the current study. SEM models utilizing survey data from a sample of Maine parents reveal a positive association between the Alfond Grant enrollment and parental college expectations among low-to-moderate income families. Moreover, parental expectations are found to be a complete mediator between having a HACC account and parental perceptions of children’s math ability (but not reading ability) among low-to-moderate income students. No findings were significant for high income families. Correlational evidence from this study suggests that HACC may complement schools’ academic objectives in Maine, particularly about improving parents’ perceptions of their child’s math performance among low-to-moderate income families. This study highlights the need for more rigorous research on HACC and its potential effects on children’s educational attainment.

Using Youth Participatory Action Research to Promote Self-Efficacy in Math and Science

Youth participatory action research is a pedagogy in which students work together to explore an issue that affects them. The school counselor measured the impact on Latina students who participated in the project based on participants’ self-efficacy in attending college and being successful in math and science. Results indicated that students were more confident in their abilities in science and math and also believed they would attend college in the future by the end of the intervention.

Students’ Mathematical Representation in Geometry Problem Solving Based Sex Differences

This study aims to describe the mathematical representation of students solving geometric problems based on sex differences. Both subjects have equivalent mathematical abilities based on the results of the math ability test. The results showed that the subject used mathematical representation in expressing his idea to solve geometry problems by using Polya's problem solving steps: (a) understanding the problem (b) devising the plan (c) carrying out the plan, and (d) looking back. The mathematical representations of female subjects in solving geometric problems are: understanding information and what is asked verbally and symbolically, carrying the plans visually in the form of geometric formulas and mathematics, carrying out planning by drawing, and manipulating mathematical models, at the stage of looking back the subject performed symbolic recalculation. While mathematical representations of male subjects in express their ideas to solve geometric problems by: understanding information and what is asked verbally, devising the plans in visual form in the form of images and then making mathematical formulas, carrying out the plans by manipulating mathematical models that has been made and looking back by doing recalculation and writing conclusions.

Ready for School? A Systematic Review of School Readiness and Later Achievement

The association between specific school readiness skills and long-term school-related outcomes are still unclear and under debate. It is the first study to systematically review the literature on factors associated with school readiness evaluation about school-age achievement. This review included longitudinal studies with a minimum follow-up of five years; these studies performed the assessments during early childhood. The authors registered the study in the PROSPERO database (CRD42018089694). Five databases were searched (PubMed, Scielo, Scopus, ERIC, and Psyc Articles). Independent reviewers screened a total of 4,278 articles that were retrieved, and 13 were eligible for inclusion. Results showed that early language and math abilities at preschool age, middle to higher socioeconomic status, and socialemotional skills were the most significant variables in the promotion of positive school-age development. Preschool education and socioe motional or behavioral skills may compensate for academic difficulties in later school achievement.

Disentangling nature from nurture in examining the interplay between parent-child relationships, ADHD, and early academic attainment.

Attention deficit hyperactivity disorder (ADHD) is highly heritable and is associated with lower educational attainment. ADHD is linked to family adversity, including hostile parenting. Questions remain regarding the role of genetic and environmental factors underlying processes through which ADHD symptoms develop and influence academic attainment. This study employed a parent-offspring adoption design (N = 345) to examine the interplay between genetic susceptibility to child attention problems (birth mother ADHD symptoms) and adoptive parent (mother and father) hostility on child lower academic outcomes, via child ADHD symptoms. Questionnaires assessed birth mother ADHD symptoms, adoptive parent (mother and father) hostility to child, early child impulsivity/activation, and child ADHD symptoms. The Woodcock-Johnson test was used to examine child reading and math aptitude. Building on a previous study (Harold et al., 2013, Journal of Child Psychology and Psychiatry, 54(10), 1038-1046), heritable influences were found: birth mother ADHD symptoms predicted child impulsivity/activation. In turn, child impulsivity/activation (4.5 years) evoked maternal and paternal hostility, which was associated with children's ADHD continuity (6 years). Both maternal and paternal hostility (4.5 years) contributed to impairments in math but not reading (7 years), via impacts on ADHD symptoms (6 years). Findings highlight the importance of early child behavior dysregulation evoking parent hostility in both mothers and fathers, with maternal and paternal hostility contributing to the continuation of ADHD symptoms and lower levels of later math ability. Early interventions may be important for the promotion of child math skills in those with ADHD symptoms, especially where children have high levels of early behavior dysregulation.

The Relationship Between Parent and Teacher Perceptions and the Academic Success of Homeless Youth

Homeless and highly mobile (HHM) students experience early, persistent, and widening academic gaps across years of schooling. Behavioral regulation, critical in academic functioning, is related to parent and teacher perceptions of competence and engagement. Research demonstrates teachers report low-income children and children of color to have less self-regulation and report lower achievement expectations. The current study examined the relationship between parent and teacher perceived behavioral regulation and academic engagement and competence in understanding the achievement of 9–11-year-old HHM youth living in emergency housing. The current study used objective measures of child cognitive and academic ability, and subjective parent and teacher report of child behavior and academic competence and engagement (N = 86 parent–child dyads and 48 teachers; Child: Mage = 10.5 years, 46% female, 86% racial/ethnic minority). Parents and children participated in concurrent sessions in the shelter; teachers completed measures and returned them by mail. Parents reported fewer behavioral problems on the BRIEF and higher perceived academic competence and engagement compared to teacher report. Parent perceived competence was related to both reading and math ability, while teacher perceptions were unrelated to objective testing. Teacher perceived engagement was associated with reading and math ability. This study identifies important disparities between parents’ and teachers’ perceptions of competence and engagement compared to objective measurement of academic ability. Results suggest teachers in the current sample perceive HHM students as less competent and engaged regardless of objective testing. These findings are consistent with existing research among vulnerable students.

An Expectancy-Value Approach to Math Underachievement: Examining High School Achievement, College Attendance, and STEM Interest

Students’ academic underachievement, defined as discrepancies between ability and academic performance, is a widespread problem leading to many negative consequences. Our study examines high school students’ math underachievement, its motivational antecedents, and its impact on future math achievement, college attendance, and STEM (science, technology, engineering, and mathematics) interest. Using data from the nationally representative High School Longitudinal Study, we identified students who exhibited a math ability–achievement discrepancy between their standardized math scores at the beginning of ninth grade and their final math grade in fall of ninth grade. We then conducted generalized structural equation modeling to identify direct effects of math motivation on math underachievement along with the direct effects of math underachievement on future STEM and college outcomes. Informed by expectancy-value theory, we found that math motivation, as measured by value and expectancy beliefs was significantly associated with math underachievement. We also found that math underachievement was associated with a number of outcomes in the high school to college transition with evidence of moderation by high math ability. Implications for research, practice, and policy are discussed.