Math Task Research Articles

Intergenerational Features of Math Skills: Symbolic and Non-Symbolic Magnitude Comparison and Written Calculation in Mothers and Children

ABSTRACT In this article, we analyze symbolic and non-symbolic numerical abilities of parents in order to understand whether these are predictors of children’s numerical skills, considering basic symbolic, non-symbolic, and formal math skills (i.e., written calculation). A battery of cognitive and math tasks was administered to a sample of 83 children with established formal school experience (i.e., fourth and fifth grade students), and to their mothers. Correlational and regression analyses were performed. The results evidenced significant relationships between children’s and mothers’ symbolic and math skills, but children’s symbolic comparison skills were the most significant predictor of their math skills. The study suggests that the intergenerational features of math skills play a significant role in children’s numerical development but that children’s math skills ultimately depend mainly on their own numerical processing. Within an educational perspective, the development of symbolic number skills in children is crucial and might allow the constraints of intergenerational transmission of math skills to be reduced.

Repeatability of Neural and Autonomic Responses to Acute Psychosocial Stress.

FMRI Montreal Imaging Stress Tasks (MIST) have been shown to activate endocrine and autonomic stress responses that are mediated by a prefrontal cortex (PFC)-hippocampus-amygdala circuit. However, the stability of the neurobehavioral responses over time and the ability to monitor response to clinical interventions has yet to be validated. The objective of this study was to compare the fMRI and physiologic responses to acute psychosocial stress in healthy volunteers during initial and follow-up visits approximately 13 weeks later, simulating a typical duration of clinical intervention. We hypothesized that responses to stress would remain highly conserved across the 2 visits in the absence of an intervention. 15 healthy volunteers completed a variant of control math task (CMT) and stress math task (SMT) conditions based on MIST. Neural responses were modeled using an event-related design with estimates for math performance and auditory feedback for each task condition. For each visit, measures of stress reactivity included differential fMRI and heart rate (SMT-CMT), as well as salivary alpha-amylase before and after scanning sessions. The results revealed that differential fMRI, as well as increased heart rate and salivary alpha-amylase from before and after scanning remained similar between visits. Intraclass correlation coefficient (ICC) values revealed areas of reliable task-dependent BOLD fMRI signal response across visits for peaks of clusters for the main effect of condition (SMT vs CMT) within dorsal anterior cingulate cortex (ACC), insula, and hippocampus regions during math performance and within subgenual ACC, posterior cingulate cortex, dorsolateral PFC regions during auditory feedback. Given that the neurobehavioral response to acute stress remained highly conserved across visits in the absence of an intervention, this study confirms the utility for MIST for assessing longitudinal changes in controlled trials that can identify underlying neurobiological mechanisms involved in mediating the efficacy of stress-reduction interventions.

Методика подготовки в школу дошкольников новейшими технологиями и компьютерными программами

The following article describes new aspects of computer and software utilization in the forms of games for preschoolers with the use of the latest technologies and methods for the purpose of effective preparation for school. The creation and the appliance of programs in the forms of games aimed at focusing, memory improvement, logical thinking, teachings of alphabets of three languages, teaching of robotics, constructing and assembling parts of a robot helps in preschoolers’ preparation for school. The present work shows the method of teachings of parts of a machine or a robot by the means of completing other exercises such as learning English words or math tasks, it also promotes usage of the newest STEAM technologies and appliance of mnemonic in memory control for more efficient memorizing of new knowledge. In the beginning of studies as a warm-up it is possible to use programs for child’s focusing, concentrating, memory improving and logical thinking. It allows to begin other exercises aimed at acquisition of knowledge in different fields. The article describes the methods of teachings of foreign words associating them with the words of first or Russian language based on the methods of mnemonic, comparison, analysis and synthesis of data. The result of teachings with such methods offered the children knowledge of alphabets of three languages, it also allowed the children to concentrate, develop and improve their visual and logical memory, the children independently noted the similarities and differences of letters and pronunciation. Education in STEAM technologies and mnemonic offers the new approach to full development with child’s entrance in the world of knowledge of alphabets of three languages, the thesaurus of English words, based on effective methods of mnemonic.

Cardiovascular Responses to Stress Utilizing Anticipatory Singing Tasks

Abstract. Models of psychobiological stress reactivity have a foundation in the measurement of responses to standardized stress tasks. Tasks with anticipatory phases have been proposed as an effective method of stress induction, either as a stand-alone task or replacement constituent elements for existing stressor paradigms. Tasks utilizing singing as a primary stressor have been proposed but the efficacy of these tasks have not been demonstrated while maintaining adherence to a resting/reactivity/recovery framework desirable for heart rate variability (HRV) measurement. This study examines the viability of an anticipatory sing-a-song task as a method for inducing mental stress and examines the utility of the task with specific reference to measures of cardiovascular reactivity and recovery activity, and standard protocols to examine HRV reactivity and recovery. Participants completed a dual task with a math task and an anticipation of singing component. Responses were examined according to a resting/reactivity/recovery paradigm and the findings indicate that the sing-a-song stimulus is effective in generating a stress response. Significant differences in heart rate and self-reported stress between baseline and stressor conditions were detected, with greater magnitude differences between baseline and anticipatory phases. This study has demonstrated the viability of the anticipation of singing as a standardized stressor using cardiovascular measures and has described variants of this task that may be used for repeated measures study designs.

The effect of text-based math task on dynamic stability control during stair descent

Stair descent imposes a significant challenge for dynamic stability among young adults. The effect of a concurrent text-based math task on dynamic stability control remains unclear during stair descent when considering the influence of gait velocity. Twenty-six participants performed three successful stair descent trials under TEXTING or NO-TEXTING conditions at their preferred speed. Synchronous kinematics and kinetics were collected by an eight-camera Vicon infrared motion capture system and two force platforms. Repeated measures analysis of covariance and Wilcoxon signed rank test were used to analyze the differences between the two different task conditions with gait velocity as a covariate. The outcomes indicated that under TEXTING condition, sagittal margin of stability increased at right-foot-landing; step cadence, double-support percentage, sagittal and frontal joint moment decreased; and sagittal and frontal joint angles were also modified. It is concluded that concurrent TEXTING impaired sagittal and frontal stability control during stair descent despite slowing down the step cadence. Knee and ankle joint adjustment strategies were mainly adopted in response to stability control in the sagittal plane with the interference of TEXTING, whereas the hip joint adjustment strategy was adopted in the frontal plane. In conclusion, texting behaviors on mobile phones should be minimized during stair descent.

Does the size of rewards influence performance in cognitively demanding tasks?

Classic micro-economic and psychology theories propose different implications of monetary incentives on performance. Empirical studies in sports settings show that athletes generally perform worse when the stakes are higher, while a range of lab studies involving cognitively demanding tasks have led to diverging results, supporting positive, negative and null-effects of higher (vs. lower) stakes. In order to further investigate this issue, we present a pre-registered, randomized, controlled trial of 149 participants solving both anagrams and math addition tasks. We do not find a statistically significant effect of the size of the reward on neither performance, self-reported effort nor intrinsic motivation. We propose that future studies should contrast the potential impact of rewards on different kinds of task, e.g. compare tasks that solely require cognitive effort vs. tasks that require motor skills, as in sports.

Chinese Mother–Child Interactions in Everyday Math Activities: Engaging Young Children in Mathematics at Home

Despite the well-documented phenomenon that Chinese parents tend to be actively involved in their young children’s education, few studies have explored how Chinese parents manifest math involvement and how their practices operate in early math learning at home. This study investigated Chinese mothers’ teaching behavior and its relation to child activity by examining mother–child interactions in everyday math activities. Forty-eight 5-year-olds and their mothers were recruited from 4 kindergartens in Northeastern China, and participated in two everyday mathematical tasks. Mother–child teaching interactions were video recorded. The results revealed that Chinese mothers modified their teaching strategies based on the task, and provided high level of learning-oriented support during the teaching interactions. The findings also suggested that contrary to the stereotypical image of Chinese parents as controlling and punitive, Chinese mothers who used more directive strategies were also more likely to use open-ended and positive strategies in math activities. Furthermore, the findings demonstrated that the relationship between maternal teaching and children’s activities seem to resemble the white-middle-class pattern, which indicated open-ended and positive teaching strategies might be more important in promoting children’s independent engagement in math tasks than directing and focusing strategies.

The Effect of Tactile Training on Sustained Attention in Young Adults.

Sustained attention is crucial for higher-order cognition and real-world activities. The idea that tactile training improves sustained attention is appealing and has clinical significance. The aim of this study was to explore whether tactile training could improve visual sustained attention. Using 128-channel electroencephalography (EEG), we found that participants with tactile training outperformed non-trainees in the accuracy and calculation efficiency measured by the Math task. Furthermore, trainees demonstrated significantly decreased omission error measured by the sustained attention to response task (SART). We also found that the improvements in behavioral performance were associated with parietal P300 amplitude enhancements. EEG source imaging analyses revealed stronger brain activation among the trainees in the prefrontal and sensorimotor regions at P300. These results suggest that the tactile training can improve sustained attention in young adults, and the improved sustained attention following training may be due to more effective attentional resources allocation. Our findings also indicate the use of a noninvasive tactile training paradigm to improve cognitive functions (e.g., sustained attention) in young adults, potentially leading to new training and rehabilitative protocols.

The Influence of Cooperative Learning Model Type Team Assisted Individualized of Interactive Media Assistance to Students' Mathematical Communication Ability

Mathematics is a subject that must be mastered by every students because it relates to everyday life. However, many students consider mathematics to be a difficult and scary subject. Students only consider mathematics as a subject that includes numbers into the formula and the process of memorizing lessons. This results in low students' mathematical communication skills, especially in solving math tasks in the form of stories. This study aims to see the mathematical communication skills of students who are taught through the Team Assisted Individualized (TAI) type of cooperative learning model assisted by interactive media that is better than using scientific learning. The approach used in this research is quantitative. This research is a quasi experiment. The population of this study were all students of class VII and students of class VII 1 as the control class and class VII 3 as the experimental class. The samples were selected by purposive sampling. The research design used was the nonequivalent control group posttest-only design. Retrieval of data in the study using students' mathematical communication tests (posttest). Data collected from the results of the analysis test using SPSS 25 to find normality using the One-Sample Kolmogorov-Smirnov Test, and hypothesis testing using the Mann-Whitney U test. Regarding the research objectives, the results obtained from this study are students' mathematical communication skills. through cooperative learning type Team Assisted Individualized (TAI) assisted by interactive media gives an effect compared to students who get scientific learning. Based on the results of the Mann-Whitney U test, it is known that the Asymp value. Sig. (2-tailed), namely 0.001 <α 0.05.

Under the radar: Everyday sadism predicts both passive-aggressive harms and beneficial actions after accounting for prosocial tendencies

Two studies examined the predictive value of everyday sadism in determining participants' choices to cause frustration to a hypothetical other, controlling for prosocial characteristics (cognitive and affective empathy, helpfulness). In Study 1 (n = 154), forward-stepwise multiple regression analyses indicated direct physical sadism levels predicted participants' assignment of easy and difficult math items after levels of prosocial characteristics were statistically controlled. In Study 2 (n = 110), forward-stepwise multiple regression analyses indicated participants' levels of direct physical sadism predicted the assignment of easy and difficult math items across two math tasks (a replication of study one and a second math task related to the first). Study 2 analyses also revealed both direct verbal and physical sadism predicted the assignment of moderately difficult math items. Additional analyses further suggest direct verbal sadism predicted choosing to frustrate others in a more common, everyday experience. These findings suggest levels of direct physical and verbal sadism are important independent predictors of individuals' decisions to inflict non-physical forms of frustration on others.

The effects of icon internal characteristics on complex cognition

The interaction between humans and digital interfaces is a complex cognitive process which has a high demand on working memory resources. However, most previous research on icon perception seems to focus only on the influences of an icon's internal characteristics (e.g. visual complexity, concreteness and familiarity) on simple tasks such as visual search and recall tasks. The study reported here applied a math task to simulate the complicated process of human-computer interaction and investigated the effects of icon internal characteristics on the performance of complex cognition. First, we created and filtered 80 novel icons of 4 different types (simple & concrete, simple & abstract, complex & concrete, complex & abstract). Subsequently, participants were required to perform an icon-meaning recall task, during which icon familiarity was manipulated by different exposure frequencies. Finally, after viewing random icon-digit associations, participants' abilities to solve algebraic equations involving icons were tested. The results indicated that participants performed significantly better when the icons were simple, concrete or familiar and these beneficial effects increased as the task became more complex. Additionally, strong evidence was found to show that it was easier to encode and maintain familiar icons and associated information in working memory. The findings of this study provide useful information for the icon design and interface design of human-computer interaction.

An fMRI study of error monitoring in Montessori and traditionally-schooled children

The development of error monitoring is central to learning and academic achievement. However, few studies exist on the neural correlates of children’s error monitoring, and no studies have examined its susceptibility to educational influences. Pedagogical methods differ on how they teach children to learn from errors. Here, 32 students (aged 8–12 years) from high-quality Swiss traditional or Montessori schools performed a math task with feedback during fMRI. Although the groups’ accuracies were similar, Montessori students skipped fewer trials, responded faster and showed more neural activity in right parietal and frontal regions involved in math processing. While traditionally-schooled students showed greater functional connectivity between the ACC, involved in error monitoring, and hippocampus following correct trials, Montessori students showed greater functional connectivity between the ACC and frontal regions following incorrect trials. The findings suggest that pedagogical experience influences the development of error monitoring and its neural correlates, with implications for neurodevelopment and education.

Effects of Improvisation Training on Student Teachers\u2019 Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test

ObjectivesTeaching involves multiple performance situations, potentially causing psychosocial stress. Since the theater-based improvisation method is associated with diminished social stress, we investigated whether improvisation lessened student teachers’ stress responses using the Trier Social Stress Test (TSST; preparatory phase, public speech, and math task). Moreover, we studied the influence of interpersonal confidence (IC) – the belief regarding one’s capability related to effective social interactions – on stress responses.MethodsThe intervention group (n = 19) received a 7-week (17.5 h) improvisation training, preceded and followed by the TSST. We evaluated experienced stress using a self-report scale, while physiological stress was assessed before (silent 30-s waiting period) and during the TSST tasks using cardiovascular measures (heart rate, heart rate variability [HRV]), electrodermal activation, facial electromyography (f-EMG), and EEG asymmetry. Hypothalamus-pituitary-adrenal (HPA-axis) reactivity was assessed through repeated salivary cortisol sampling.ResultsCompared to the control group (n = 16), the intervention group exhibited less f-EMG activity before a public speech and higher HRV before the math task. The low IC intervention subgroup reported significantly less stress during the math task. The controls showed a decreased heart rate before the math task, and controls with a low IC exhibited higher HRV during the speech. Self-reported stress and cortisol levels were positively correlated during the post-TSST preparatory phase.ConclusionsThese findings suggest that improvisation training might diminish stress levels, specifically before a performance. In addition, interpersonal confidence appears to reduce stress responses. The decreased stress responses in the control group suggest adaptation through repetition.

Gesture during math instruction specifically benefits learners with high visuospatial working memory capacity

BackgroundCharacteristics of both teachers and learners influence mathematical learning. For example, when teachers use hand gestures to support instruction, students learn more than others who learn the same concept with only speech, and students with higher working memory capacity (WMC) learn more rapidly than those with lower WMC. One hypothesis for the effect of gesture on math learning is that gestures provide a signal to learners that can reduce demand on working memory resources during learning. However, it is not known what sort of working memory resources support learning with gesture. Gestures are motoric; they co-occur with verbal language and they are perceived visually.MethodsIn two studies, we investigated the relationship between mathematical learning with or without gesture and individual variation in verbal, visuospatial, and kinesthetic WMC. Students observed a videotaped lesson in a novel mathematical system that either included instruction with both speech and gesture (Study 1) or instruction with only speech (Study 2). After instruction, students solved novel problems in the instructed system and transfer problems in a related system. Finally, students completed verbal, visuospatial, and kinesthetic working memory assessments.ResultsThere was a positive relationship between visuospatial WMC and math learning when gesture was present, but no relationship between visuospatial WMC and math learning when gesture was absent. Rather, when gesture was absent, there was a relationship between verbal WMC and math learning.ConclusionProviding gesture during instruction appears to change the cognitive resources recruited when learning a novel math task.

Math-word embedding in math search and semantic extraction

Word embedding, which represents individual words with semantically fixed-length vectors, has made it possible to successfully apply deep learning to natural language processing tasks such as semantic role-modeling, question answering, and machine translation. As math text consists of natural text, as well as math expressions that similarly exhibit linear correlation and contextual characteristics, word embedding techniques can also be applied to math documents. However, while mathematics is a precise and accurate science, it is usually expressed through imprecise and less accurate descriptions, contributing to the relative dearth of machine learning applications for information retrieval in this domain. Generally, mathematical documents communicate their knowledge with an ambiguous, context-dependent, and non-formal language. Given recent advances in word embedding, it is worthwhile to explore their use and effectiveness in math information retrieval tasks, such as math language processing and semantic knowledge extraction. In this paper, we explore math embedding by testing it on several different scenarios, namely, (1) math-term similarity, (2) analogy, (3) numerical concept-modeling based on the centroid of the keywords that characterize a concept, (4) math search using query expansions, and (5) semantic extraction, i.e., extracting descriptive phrases for math expressions. Due to the lack of benchmarks, our investigations were performed using the arXiv collection of STEM documents and carefully selected illustrations on the Digital Library of Mathematical Functions (DLMF: NIST digital library of mathematical functions. Release 1.0.20 of 2018-09-1, 2018). Our results show that math embedding holds much promise for similarity, analogy, and search tasks. However, we also observed the need for more robust math embedding approaches. Moreover, we explore and discuss fundamental issues that we believe thwart the progress in mathematical information retrieval in the direction of machine learning.

Understanding a high stakes teacher performance assessment in mathematics through elementary prospective teachers’ lived experiences

Within a global context of more standardization of teacher preparation, programs in the USA are increasingly using standardized teacher performance assessments such as edTPA to evaluate prospective teachers’ instructional effectiveness and readiness for their own classroom. This study was conducted in a state recently requiring successful completion of edTPA for initial teacher certification. Phenomenological methodology was used to examine the lived experiences of six elementary prospective teachers completing Elementary Education edTPA: Assessing Students’ Mathematics Learning (i.e., Math Task 4) during student teaching. Data were collected via 24 individual, phenomenological interviews at specific phases during the student teaching semester. Whole-Part-Whole analysis revealed the prospective teachers found themselves in a state of elusiveness as they engaged in Math Task 4. Three themes provide the structure for elusiveness, including juggling Math Task 4 in student teaching classrooms, from relying on experts to standing alone, and navigating edTPA processes. Understanding prospective teachers’ lived experiences with Math Task 4 provides insights into both needed supports for their successful completion of the task and some of the issues with a high stakes teacher performance assessment embedded in the student teaching semester.

Analisis Pengaruh Penggunaan Visual Basic Application Terhadap Minat Belajar Matematika Siswa SD pada Materi Bilangan Prima

Tujuan dari penelitian ini adalah untuk mendeskripsikan minat belajar matematika siswa kelas V SD pada materi bilangan prima dengan berbantuan media pembelajaran ICT yaitu Visual Basic Application (VBA) Excel. Metode penelitiannnya menggunakan penelitian desktiptif kualitatif. Subjek dari penelitian ini adalah siswa kelas 5 Madrasah Ibtidaiyah (MI) II Celak yang terdiri dari 26 siswa. Instrumen yang diberikan berupa angket skala minat belajar siswa yang terdiri dari 20 pernyataan, dengan masing – masing 10 pernyataan positif dan 10 pernyataan negatif dari lima indikator yaitu 1). Perasaan senang, 2). Ketertarikan siswa, 3). Keterlibatan siswa, 4). Rajin dalam belajar dan rajin dalam mengerjakan tugas matematika, 5). Tekun dan disiplin dalam belajar dan memiliki jadwal belajar. Berdasarkan hasil analisis data, diperoleh bahwa pembelajaran matematika menggunakan media VBA dapat meningkatkan minat belajar siswa. Hal tersebut ditunjukan oleh persentase dari masing – masing indikator minat belajar siswa. Indikator yang paling tinggi yaitu perasaan senang dan ketertarikan siswa dalam belajar matematika, masing – masing memperoleh hasil 87,02% dan 89,18% yang menunjukan bahwa minat belajar siswa dalam belajar matematika sangat tinggi.

Effects of dual-task demands on the complexity and task performance of submaximal isometric handgrip force control.

To determine the effect of cognitive-motor dual-task load on temporal structure irregularity (complexity) of motor output and task performance of submaximal isometric contractions. Twelve young, sedentary subjects performed handgrip isometric contractions until failure at 50% of maximal voluntary contraction under mathematical self-regulated dual-task (own pace; SDT), regulated dual-task (imposed pace; RDT), and control. Force signal complexity was calculated by sample entropy at the initial, middle, and final thirds. Task performance was assessed by muscle fatigue (time to failure and rate of median frequency of the radial flexor of the carpus), force and math task error, and self-perceived difficulty. Only RDT decreased complexity with respect to control (17.4% ± 12.6%, p = 0.005), all conditions decreased complexity by the final third (Control: 52.8% ± 18.7%, p < 0.001; SDT: 41.1% ± 32.1%, p = 0.003; RDT: 19.1% ± 21.9%, p = 0.035). Conditions did not affect time to failure, and only RDT decreased the rate of median frequency (0.1%/s ± 0.1%/s, p = 0.020). Inferior force error rate was increased by conditions (SDT: 1.5% ± 0.8%, p < 0.001; RDT: 2% ± 1.5%, p = 0.002). Math error was only augmented by RDT (from 9.9 ± 6.7 to 51.7 ± 18.8, p < 0.001), categorized as "very hard" in 85.7% of participants (p = 0.015). Only the RDT condition reduced complexity and neuromuscular fatigue while increasing force error rate of the handgrip's motor output, without affecting time to failure. A highly demanding dual-task may become a strategy to modify the organization of the hand force motor output, which may contribute to its motor adaptations.

Icon Familiarity Affects the Performance of Complex Cognitive Tasks.

The purpose of this study was to investigate whether and how users’ familiarity with symbols affects the performance of complex cognitive tasks which place considerable demands on working memory resources. We combined a modified math task paradigm with our previous icon familiarity training paradigm. Participants were required to complete a mathematical task involving icons to test their ability to perform complex cognitive tasks. The complexity of the task was manipulated using three independent variables: icon familiarity (high-frequency vs. low-frequency), whether or not the equation requires substitution (substitution vs. no-substitution), and the number of steps required for solution (one step vs. two steps). The results showed that participants performed better on the equation-solving task when it used icons they were more extensively trained on. Importantly, icon familiarity interacted with the complexity of the task and the familiarity effect on performance (accuracy and response time) became greater when the complexity increased. These findings provide evidence that familiarity affects not only the ease of information retrieval but also the ease of subsequent processing activities associated with these information, which extends our understanding of how familiarity affects working memory. Moreover, our findings have practical implications for improving interaction efficiency. Before the operators formally use a digital system, they need to learn the precise meaning of those complex or unfamiliar symbols in a certain context as much as possible.

Math anxiety and executive function: Neural influences of task switching on arithmetic processing.

Math anxiety (MA) is associated with negative thoughts and emotions when encountering mathematics, often resulting in under-performance on math tasks. One hypothesized mechanism by which MA affects performance is through anxiety-related increases in working memory (WM) load, diverting resources away from mathematical computations. We examined whether this effect is specific to WM or whether the impact of MA extends to an overall depletion of executive function (EF) resources. In this fMRI experiment, we manipulated two separate factors known to impact EF demands-task-switching (TS) and increased WM load-in order to evaluate how MA relates to behavioral performance and neural activity related to mathematical calculations. Relative to a difficult non-math task (analogies), we observed MA-related deficits in math performance and reduced neural activity in a network of regions in the brain associated with arithmetic processing. In response to TS demands, higher levels of math anxiety were associated with a pattern of avoidance and disengagement. When switching from the control task, high math anxiety (HMA) was associated with disengagement from math trials, speeding through these trials, and exhibiting reduced neural activity in regions associated with arithmetic processing. The effects of math anxiety and WM were most pronounced at the lowest levels of WM load. Overall, the results of this study indicate that the effects of MA are broader than previously demonstrated and provide further insight into how EF deficits in MA might impact recruitment of neural resources that are important for successful math computations.