Development Of Math Skills Research Articles

The Influence of Social Competition and Maths Anxiety on Game Performance

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children’s development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players’ interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players’ experience. This study assesses players' performance in a digital maths game called ’Seven Spells’ across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players’ performance. 43 children from two classes in an Irish primary school participated in thisstudy. Each class played a different game mode of the ‘Seven Spells’ game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves — measured by the number of moves and cards used — while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode.

The development of math skills from grades 1 to 12: Novel findings using person-oriented approach.

The development of math skills is widely studied, but there is a lack of longitudinal studies investigating person-oriented developmental patterns of math skills. The present study aims to describe profiles of students with various calculation and word-problem solving skills from Grades 1 to 9, as well as the developmental trajectories of these profiles, how profiles are related to students' further educational pathways, and whether having a specific skill profile in Grade 9 is related to the results of math and language exams at the end of Grade 12. The sample included 1,023 Estonian students who completed calculation and word-problem solving tests in Grades 1, 3, 6, and 9 (ages 6-16 years old). Educational pathway information and results of the math and language exam in Grade 12 were retrieved from the Estonian Education Information System's registry. Socioeconomic status was determined via parental education level. Overall, results indicated that math skills were positively interrelated between the school years. However, person-oriented approach demonstrated that less than half of students tended to stay in a similar profile from Grades 1 to 9. This suggests that, in terms of math skills, most students have diverse developmental trajectories from elementary school through the end of middle school. Profiles were also related to further educational pathways and high school exam results. This study complements previous variable-oriented research to provide unique and valuable information regarding the development of math skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A systematic literature review of math interventions across educational settings from early childhood education to high school

Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sample types, and to describe their central features at each educational setting separately. Based on the knowledge gaps exposed through the systematic review, we aimed to discuss where and how future math interventions are still needed in order to optimize all children’s math skill development across educational settings and sample types from early on. A total of n = 75 math interventions meeting the inclusion criteria using the PRISMA-guidelines were identified, of which the majority of them were executed in the elementary school, mostly targeting at-risk children. It is proposed that there is still a large potential of promoting children’s math skills from early on in the ECE settings, utilizing both teachers and parents, among at-risk and non-at-risk samples.

Chinese parents’ support of preschoolers’ mathematical development

Research has documented the critical role played by the early home environment in children’s mathematical development in Western contexts. Yet little is known about how Chinese parents support their preschoolers’ development of math skills. The Chinese context is of particular interest because Chinese children outperform their Western counterparts in math, even early in development. The current study sought to fill this gap by examining a sample of 90 families of 4- and 5-year-olds from mainland China. Parental support—as measured by the frequency of parent–child engagement in home activities as well as parent number talk—and parents’ role in children’s numeracy skills were investigated. Results indicate wide variation among parents in both types of support. Frequency of engagement in formal numeracy activities, including counting objects and reading number story books, was related to children’s knowledge of cardinality. A principal components analysis did not identify informal numeracy activities as a distinct home activity component, likely due to the infrequent occurrences of game-like numeracy activities among the Chinese families. Instead, a structured activity component emerged (e.g., playing musical instruments) and was positively related to children’s arithmetic skills. Diversity, but not quantity, of parent number talk was related to children’s symbolic magnitude understanding. The distinctive relationships between specific parental measures and child outcomes speak to the need for nuanced identification of home environment factors that are beneficial to particular math competencies. The findings also suggest cultural variations in the mechanisms that support children’s mathematical development, highlighting the merits of investigating this topic in non-Western contexts.

Assessment of math anxiety as a potential tool to identify students at risk of poor acquisition of new math skills: longitudinal study of grade 9 Italian students.

Numerous international educational institutions have sounded the alarm about the gradual increase in the number of students failing to achieve a sufficient level of proficiency in mathematical abilities. Thus, the growing interest in identifying possible solutions and factors interfering with learning seems justified. In recent years, special attention has accrued to the possible role played by emotional factors. In the present investigation, students in the first grade of a technical vocational secondary school are followed to assess the influence of math anxiety (MA) on the development of skill acquisition in calculus. A math skills assessment test is administered on two occasions, at the beginning and end of the school year. Results highlighted that the score on the anxiety scale, administered at the beginning of the year, negatively correlated with the score obtained on the mathematics test, administered at the end of the school year: the higher the level of anxiety, the worse the performance. Furthermore, the score obtained in the second administration makes it possible to divide the students tested into two groups: students who improved their performance and students who did not benefit at all from repeating the test. In these two groups, an analysis of the relationships between the outcome of the end-of-year mathematics test and the level of MA at the beginning of the year showed that MA correlates negatively with performance only in students who will fail to acquire new expertise in mathematics over the course of the school year. The results suggest that MA may interfere with the smooth development of math skills. Assessing the level of MA at the beginning of the school year could prove to be a useful tool in identifying which and how many students are at risk of failing to achieve the skills expected from the usual course of instruction. A consideration of anxiety as one of the variables at play in the genesis of learning difficulties may prompt educators to modify teaching methodology and strategies by increasing focus on the impact of the emotional dimension on learning.

Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts

AbstractMath facts are foundational for later math skill development, but many students demonstrate difficulties with math facts in early schooling. Drill‐based interventions have been shown to effectively target foundational academic skills; however, there is limited research examining drill‐based interventions for teaching math facts compared to basic reading skills. The purpose of this study was to compare the effects of incremental rehearsal (IR), traditional drill (TD), and strategic incremental rehearsal (SIR) on multiplication fact retention, fluency, and maintenance outcomes with 36 fourth and fifth graders. The study also examined intervention efficiency and treatment acceptability. Results showed no differences in retention, maintenance, or treatment acceptability across the interventions. There were significant differences in fluency at posttest, with IR resulting in the greatest fluency scores. Furthermore, TD was the most efficient intervention overall. Implications for practice and future research are also discussed.

Estimating the co-development of executive functions and math achievement throughout the elementary grades using a cross-lagged panel model with fixed effects

Executive functioning (EF) is associated with children’s math skill development, both concurrently and longitudinally. However, it is not known how components of EF might be related to mathematics skills and vice versa over the course of elementary school. The present study addresses this issue by investigating relations between math achievement and two key components of EF -- working memory (WM) and cognitive flexibility (CF) -- from kindergarten to 5th grade, using the large-scale nationally representative dataset (N = 18,174) from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 2011). Results from cross-lagged panel models with fixed effects support a transactional theoretical model, demonstrating a long-term reciprocal relationship between WM and math achievement from kindergarten to 5th grade and between CF and math achievement from 2nd grade to 5th grade. However, we found that reciprocal relations decrease as children grow older, suggesting that their math achievement relies less on EF and more on prior math knowledge over time.

Reading and math skills development among Finnish primary school children before and after COVID-19 school closure

This study quantified the possible learning losses in reading and math skills among a sample of Finnish Grade 3 children (n = 198) who spent 8 weeks in distance learning during the first wave of the COVID-19 pandemic in spring 2020. We compared their reading and math skill development trajectories across Grades 1, 2, and 4 to a pre-COVID sample (N = 378). We also examined if gender, parental education, maternal homework involvement, and child’s task-avoidant behavior predict children’s academic skills at Grade 4 differently in the pre-COVID sample compared with the COVID sample. Children’s reading and math skills were tested, mothers reported their education and homework involvement, and teachers rated children’s task-avoidant behavior. The results showed, on average, lower reading skills in the COVID sample than in the pre-COVID sample but there were no differences in math skills. Although the COVID sample had lower levels in reading, their developmental trajectories in reading and math skills were not different from the pre-COVID sample before the pandemic in Grades 1 and 2. From Grade 2 to 4, however, the development was slower in reading fluency and comprehension in the COVID sample, but not in math. The predictors of change from Grade 2 to 4 in reading and math skills were not different in the samples. The results showed that the development of reading skills in particular may have been affected by the COVID-19 pandemic.

Math for 2s and 3s: The impact of parent-child math activities on parents’ beliefs and behaviors and young children's math skill development

Mathematics knowledge and skills are critical for success in school and beyond. Professional interest in the role parents play in young children's math development has been increasing, but there is still relatively little rigorous research on this topic, especially for children younger than 4 years old and as compared with research on parents’ role in literacy development. This study provided parents of 2- and 3-year-old children with a 12-week series of simple, fun math activities to do with their children and used a randomized controlled design to examine whether the program had effects on parents’ ideas and beliefs about math for young children, their math interactions with their children, and the children's learning outcomes. The sample consisted of 358 families who were randomly assigned to receive the early math activity program, which was delivered via text messaging, or not. Findings indicated that the program strengthened parents’ beliefs that math was important for young children, increased their engagement in math activities with their child (particularly while they were receiving the program), and enhanced children's skill in subitizing, a foundational early math concept. The program did not significantly affect children's skill levels in other math domains, parents’ own math self-efficacy, or parent and child outcomes not related to math.

Engaging girls in math: The unequal effects of text messaging to help parents support early math development

This study assesses the effects of two text messaging programs for parents that aim to support the development of math skills in prekindergarten students. One program focuses purely on math, while the other takes an identical approach but focuses on a combination of math, literacy, and social-emotional skills. We find no evidence that the math-only program benefits children's math development. However, the combination program shows greater promise, particularly for girls. Quantile regressions indicate that the effects are concentrated in the lower half of the outcome distribution. We discuss and provide evidence for various hypotheses that could explain these differences.

Perceptual reasoning skills mediate the relationship between attention and math proficiency in individuals with a neurodevelopmental condition

BackgroundAn important component of academic success in typically developing students is the development of math skills, which is associated with attention and perceptual reasoning (PR) skills. For children with a neurodevelopmental condition (NDC), the relationship is confounded by diagnostic-specific cognitive characteristics. Specifically, enhanced PR is specific to individuals with Autism Spectrum Disorder (ASD). AimsThe purpose of this study was to test: (i) a mediation model where PR skills would mediate the relationship between attention and math proficiency for students with an NCD, and (ii) whether this mediation model is moderated by a diagnostic profile. Methods and proceduresOne hundred and thirty-seven students with an NDC participated in a school-based study examining the effectiveness of using a standardized measure of attention in predicting math capabilities. Outcomes and resultsPR mediated the relationship between attention and math proficiency for students diagnosed with an NDC. However, the model was not moderated by diagnostic profile. Conclusions and implicationsThe results of this study provide a better understanding of the roles of higher-level cognitive ability specific to students with NDCs. Additionally, the superior PR skills demonstrated by the ASD sample further supports the research suggesting this population possesses cognitive strengths in this domain.

Parent–child number application activities predict children’s math trajectories from preschool to primary school.

This study (N = 196) examined the extent to which the frequency of parent–child math activities in preschool was associated with children’s developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were tested individually on their formal (i.e., math knowledge that involves verbal or written symbolism, such as rote counting and written computation) and informal (i.e., object-based numeration and operations, such as number line concepts and object-based calculation) math skills from preschool to first grade. The results showed that the frequency of parent–child formal math activities, including number skill and book activities, was not associated with children’s formal or informal math trajectories. In contrast, the frequency of informal math activities, including number game and application activities, was associated with formal math skill levels in preschool. More important, parental involvement in application activities in preschool significantly predicted the rate of growth in formal math skills through first grade. This predictive relation persisted after controlling for the other three types of math activities and other child- and family-level variables. The findings underscore the importance of early parent–child application activities in engendering possible long-term effects on children’s math skill development. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

أثر استخدام استراتیجیة الاستقصاء التعاونی فی تنمیة مهارات الحس العددی لدى طلاب الصف الخامس الابتدائی The Impact of Using Cooperative Inquiry Strategy in the Development of Numerical Sense Skills in Fifth Elementary Grade Students

هدفت الدراسة الکشف عن أثر استخدام استراتيجية الاستقصاء التعاوني في تنمية مهارات الحس العددي لدى طلاب الصف الخامس الابتدائي، ولتحقيق هذا الهدف استخدم الباحثان المنهج التجريبي وفق التصميم شبه التجريبي ذي المجموعتين التجريبية والضابطة، وتم إعادة صياغة وحدتي الجمع والطرح، الضرب من کتاب الرياضيات للصف الخامس الابتدائي وفق الاستراتيجية، وإعداد دليل معلم لتدريس الوحدتين، واختبار مهارات الحس العددي، وشملت عينة الدراسة (46) طالبا من طلاب الصف الخامس الابتدائي في مدرسة الفلاح الابتدائية التابعة لإدارة التعليم في محافظة بيشة، وبعد تطبيق الأدوات والمواد التعليمية توصل الباحثان إلى وجود فرق دال إحصائيا عند مستوى (0.05 ≥ α) بين متوسطي درجات طلاب المجموعتين التجريبية والضابطة في التطبيق البعدي للاختبار في مهارتي الحساب الذهني، والتقدير التقريبي لصالح المجموعة التجريبية، کما تم التوصل إلى أثر الاستراتيجية الإيجابي في تنمية مهارات الحس العددي لدى طلاب الصف الخامس الابتدائي، وفي ضوء هذه النتائج قدمت عدة توصيات منها ضرورة تحفيز المعلمين قبل وأثناء الخدمة على استخدام الاستراتيجية في التدريس، وتضمين ذلک في برامج الإعداد والتدريب، ويقترح الباحثان استخدام استراتيجية الاستقصاء التعاوني في تنمية مهارات الرياضيات في المرحلتين المتوسطة والثانوية The purpose of the study was to reveal the effect of using the cooperative inquiry strategy in developing numerical sense skills for the fifth-grade primary students. To achieve this goal, the researchers used the experimental approach according to the semi-experimental design with the two experimental and control groups, and the units of addition and subtraction, multiplication of the Mathematics book of the fifth grade of primary school were reformulated according to the strategy, a teacher’s guide for teaching the two units was prepared, and a test to measure numerical sense skills was built. The study sample included (46) students from the fifth grade of elementary school in Al-Falah Primary School of the Department of Education in Bisha Governorate, and after applying The tools and educational materials The researchers found a statistically significant difference at (0.05 ≥ α) between the mean scores of students of the experimental group and controlling group in the post-application of the test in the skills of mental arithmetic, and the approximate estimate in favor of the experimental group, and a positive impact for the strategic was also reached on developing skills Numerical sense for fifth-grade primary students. Considering these results, the study recommended motivating teachers before and during the service to use the strategy in teaching, and to include this in preparation and training programs. Finally, the researchers suggest using the cooperative inquiry strategy in the development of math skills in middle and secondary levels.

Baseline Inequalities: Social Skills at Preschool Entry Moderate Math Development

ABSTRACT Low-income children often enter kindergarten behind higher-income peers in math; gaps also exist in social-emotional aspects of school readiness, fueling interest in cross-domain relations and whether – and which – social skills matter for promoting early math skills. With a sample (N = 76) of mostly low-income, minority preschool children, we investigated the extent to which children’s adaptive social problem-solving skills at preschool entry vary and whether these differences moderate early math skill development during the preschool year. Using longitudinal modeling, results show that children begin preschool with varying adaptive social problem-solving skills; these variations are associated with differences in the rates at which children learn early math skills, controlling for baseline language and age. Findings illustrate an increase in the math gap associated with differences in baseline adaptive social problem-solving skills, suggesting that low-income children with more adaptive social problem-solving skills – already present at preschool entry – learn early math skills faster compared to peers with fewer adaptive social problem-solving skills. Results can guide preschool curricula in programs serving low-income children.

Parental Math Talk During Home Cooking and Math Skills in Head Start Children: The Role of Task Management Talk

ABSTRACT The current study attempted to investigate the nature and impact of home math talk of low-income primary caregivers of Head Start children during home cooking (N = 46). Using hierarchical regression analysis, we examined the predictability of total math talk and specific types of math talk (i.e., number talk, operation talk, and measurement talk) for children’s math skills assessed in the fall and spring of their preschool year. Caregivers’ total math talk was not concurrently associated with children’s fall math skills, but number talk was associated with fall math. For spring math skills, there were no main effects of any type of math talk, but interaction effects were identified. Specifically, total math talk and measurement talk did not contribute to spring math skills in children when the math talk was not accompanied by high-level task-orienting talk that explained and organized cooking task processes. Caregiver number talk could help initial math skills of children who are environmentally at risk. Continued math skills development may be stimulated by measurement talk, especially when caregivers frequently provide measurement talk along with task-orienting scaffolding.

Contributions of Classroom Engagement and Exposure to Math Content on Preschoolers' Math Performance

Children's early math skills are one of the strongest predictors of later academic success, yet many preschools dedicate relatively minimal time to fostering math skill development. Children from socioeconomically disadvantaged backgrounds tend to enter school with weaker math skills than peers and continue to lag behind more affluent peers throughout elementary and secondary school. The current study a) explored the amount of exposure to math content that children receive in preschool (both observed and teacher-reported), and b) examined children's engagement with tasks, the quantity of exposure to math content, and the quality of instructional support as potential factors that may contribute to changes in children's math performance across the preschool year. The sample consisted of 380 preschool children from primarily low-income families. Controlling for child characteristics (e.g., sex, age, race, SES) and classroom factors (e.g., teacher education, years of teaching experience), children's engagement with tasks emerged as a strong predictor of positive changes in math performance across the preschool year. Independently, neither exposure to math content nor instructional support significantly predicted changes in children's math performance. However, the pairing of high-quantity exposure to math content and high-quality instructional support was associated with significant positive changes in children's math performance across the preschool year.

Development of math skills in first semester students of public accounting

This research project describes the results of applying two pedagogical methodologies: problem-based learning and the use of new information technologies through GeoGebra in the development of the theme of functions for students of public accounting. The research was developed from a positivist paradigm, quantitative approach of quasi-experimental type of pretest and posttest with control and experimental group. In order to determine the development of competencies, a diagnostic test was initially applied to evaluate the mathematical knowledge with which the students enter; then pretest and posttest tests were applied to the control and experimental groups, in which by means of an intervention plan to the experimental group in the posttest stage, favorable results were evidenced by improving the proportion of correct answers and the development of competencies in geometric algebraic reasoning compared to the pretest stage. One of the conclusions reached in the research is that applying other methodologies in class such as problem-based learning with the support of GeoGebra software encourages the process of teaching learning and students find applicability to the topics treated by associating them with situations of practical life.

The Contribution of Home Literacy Context to Preschool Academic Competencies for American Indian and Alaska Native Children

Despite rich cultural, lingual, and tribal assets, American Indian and Alaska Native (AIAN) children experience suboptimal educational outcomes that start before kindergarten entry. Evidence suggests that home literacy activities may be supportive of developmental outcomes within this population, but these home literacy activities have not been substantially investigated with AIAN populations. This study examined how the overall home literacy context and individual home literacy indicators (i.e., frequency of shared book reading, singing songs, telling stories, and the number of books in the home) relate to AIAN children’s preschool reading and math skills. This study comprised data from the ECLS-B, which included a nationally-representative sample of 10,400 children born in 2001 and a deliberate oversample of AIAN children. Hierarchical regression analyses were conducted to investigate the relationships between home literacy and preschool reading and math skills with an analytic sample of 650 AIAN children. Overall home literacy context was supportive of AIAN children’s reading and math skill development, and the particular import of shared book reading was found in improving reading skills. Findings support the value of what parents do with their children (i.e. participate in home literacy activities) above and beyond relatively static economic or social characteristics (e.g., maternal education, income-to-needs ratio).

Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders

The development of math skills is crucial for adequate functioning in academic and professional settings as well as in daily life. A factor that has been shown to negatively influence performance and acquisition of math skills is math anxiety. With the high prevalence of math anxiety in society and the long lasting effects on math performance, it is important to study the relation between math anxiety and math performance in young children. Since math anxiety is often more pronounced in women than in men, it is essential to take the effect of gender into account. While the effect of gender on the relation between math anxiety and math performance has been studied in adults and adolescents, less research has focused on children, especially children at young ages. To fill this gap, the current study examined how the relation between math anxiety and math performance differed between boys and girls in early elementary school years. Math anxiety and math performance was assessed in 124 second- and fourth-grade children (67 girls and 57 boys). Although boys and girls showed more or less equal levels of math anxiety and performed similarly at the arithmetic task, correlation analyses showed that only in girls, math anxiety significantly correlated with math performance. Analyses investigating if math anxiety moderated the effect of gender and grade on math performance revealed significant differences between boys and girls. Higher levels of math anxiety only significantly and negatively moderated math performance in girls, with the greatest effect observed in 2nd grade girls. These findings highlight the importance of taking gender differences into account when studying the effect of math anxiety. The results showed that math anxiety is already negatively linked to math performance in girls as early as second grade. The present findings emphasize the importance of the early identification and remediation of math anxiety in girls to prevent long lasting effects. Possible causes for the gender related differences will be discussed.

Building Resilient Brains is as Easy as A-B-C, 1-2-3!

Children’s ability in mathematics, which builds on what young children have learned in their early years, is critical to their success in school, and their future economic success. For all young children, the development of math skills is closely linked with the development of literacy skills and with other important non-academic abilities, including social-emotional skills. However, national and international data paint a discouraging picture of math proficiency in the US. The 21st century economy will increasingly be one in which those proficient in STEM (Science, Technology, Engineering, and Math) skills will have an …