Mathematic Performance Research Articles

The Latent Growth Model of the Korean Language and Mathematics Academic Performance in Children aged 6-12

Objectives: This study is a foundation for preparing learning support measures for children with developmental language disabilities through research on the academic relationship development of the Korean language and mathematics. The degree and developmental relationship of Korean language and mathematics academic performance according to age from kindergarten before entering elementary school to 4th grade were examined. Methods: Latent Growth Model Analysis (LGMA) was conducted on the results of the evaluation of Korean language and mathematics academic performance from 2014 to 2018 (4th grade in elementary school). Results: Korean language and mathematics developed with significant influence on each other. It was confirmed that the basic ability to perform the Korean language has a significant effect on both the basic ability and the change in the academic ability in mathematics. It is a fact that Korean language ability is the basis of mathematical academic ability through the implementation of the mathematical sentence system. In addition, although Korean language ability and mathematics influence each other, in the case of mathematics, the cognitive ability of individual children played a more significant role compared to the Korean language in the academic performance results. Conclusion: Korean language ability and mathematics developed with a significant influence on each other. It was confirmed through the Latent Growth Model that Korean language ability has a significant effect on the basic ability and the change of mathematic academic performance.

Cognitive Development and Non-Aerobic Physical Fitness in Preschoolers: a Longitudinal Study

Introduction: Early childhood is the most critical period of healthy motor and cognitive development in human life and increased physical activity may provide health benefits across childhood and adolescence. Objective: The aim of this study was to quantify the relationship between non-aerobic physical fitness and cognitive development in preschool children. Methods: Participants included children from a longitudinal study in the city of Rio de Janeiro, Brazil (N=1380, first year; N=1320, second year). Non-aerobic physical fitness was assessed with the Sitting-Rising Test (SRT) and cognitive development with the Performance Indicators for Primary Schools (PIPS). Results: Non-aerobic physical fitness and cognitive development (0.25 for language and 0.17 mathematics, p<0.05) were positively correlated. The hierarchical linear regression models revealed that baseline measurements of non-aerobic physical fitness presented a small but significant association with prospective mathematic performance but not language after controlling for confounder variables (ES=0.16 for mathematics first year; ES=0.11 for mathematics second year). Conclusions: These results suggest an association between non-aerobic physical fitness and children's cognitive development in early school years.

Improving 7th-graders’ computational thinking skills through unplugged programming activities: A study on the influence of multiple factors

Programming is an important way to cultivate students’ computational thinking (CT) skills, which is the essential ability of students in the 21st century. As one of the mainstream forms of programming education activities, unplugged programming activities are mainly implemented in the early stage of basic education. However, considering the lack of programming experience among Chinese junior high schoolers and the uneven distribution of programming education resources, an 8-week quasi-experimental study was conducted to verify the effectiveness of unplugged activities in improving junior high schoolers’ CT skills, and to identify the influence of multiple factors. A total of 93 7th-graders volunteered to participate in the experiment: 62 students were divided into two experimental groups, which were intervened by unplugged activities to repeat the results’ reliability, and 31 students were used as the control group without any unplugged programming activities. The results of the intra-group and inter-group comparison show that unplugged programming is a more effective way to improve 7th-graders’ CT skills. Students’ mathematic performance and previous programming experience had a significant impact on their CT skills, but this impact is not reflected in the process of unplugged programming activities. It can be said that all students can develop their CT skills through unplugged programming activities, regardless of their learning background. In the current context, unplugged programming activities can be used as an effective way for junior high schoolers to improve and develop their CT skills. In addition, this paper also discusses the enlightenment to improve students’ CT skills.

Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children

What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children’s SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.

The truly advantaged: racial inequalities of educational opportunities among the privileged in the United States

This article pinpoints the mathematic performance gaps among high-socioeconomic background (SES) students from different racial groups in the United States. By doing so, it sheds light on how racial and socioeconomic privilege intersects thus creating different educational outcomes among high-SES children. In short, it illuminates who are the truly advantaged in the American educational system. Taken together, the results suggest that there are substantial racial performance gaps among high-SES children. First, white and Asian privileged children outperform their black and Hispanic counterparts. Second, black high-SES children appear to be the least advantaged among the privileged, and their mathematic performance lags over two years behind that of whites and Asians. What is more, low-SES Asians and whites are more likely to be high achievers than high-SES blacks are. Finally, Hispanics appear to perform better than their black counterparts, nonetheless, they lag about one year behind their Asian and white high-SES peers.

High school students’ mathematic literacy performance in solving linear programming problem

The mathematic literacy performance is the capability that is gotten by students applied on daily activities. The ability which uses logical thinking and knowledge that they got can solve the proses of learning till the subject can be used for life in 21 centuries. This research supposes to describe mathematic ability of student on grade XI IPA 1 SMA N 1 Karangdowo. This type of research is qualitatively descriptive. The research subject of 32 students which are taken using purposive sampling method. The result of research shows that mathematic literacy performance of student only reach on the third level, those are can present the resource information. The first indicator is 87,50% which the highest categorized. The second indicator is 75,78% which the higher categorized. The third indicator is 70,31% which the medium categorized. The fourth indicator is 39,06% which the low categorized. The fifth indicator is 1,56% which the lower categorized and on the sixth indicator is 0%, so that overall can be seen the average mathematic literacy performance for student grade XI IPA 1 is 45,70% with low categorized. The teacher should not push comprehension routine procedural but also variety in giving problem.

Resonant Beam Communications With Echo Interference Elimination

Resonant beam communications (RBCom) is capable of providing wide bandwidth when using light as the carrier. Besides, the RBCom system possesses the characteristics of mobility, high signal-to-noise ratio (SNR), and multiplexing. Nevertheless, the channel of the RBCom system is distinct from other light communication technologies due to the echo interference issue. In this paper, we reveal the mechanism of the echo interference and propose the method to eliminate the interference. Moreover, we present an exemplary design based on frequency shifting and optical filtering, along with its mathematic model and performance analysis. The numerical evaluation shows that the channel capacity is greater than 15 bit/s/Hz.

Mathematic Modeling and Performance Analysis of Vanadium Redox Flow Battery

With a rapid charge/discharge feature, vanadium redox flow batteries (VRBs) are green, large-scale energy storage devices useful for power smoothing in unstable renewable power generation facilities, such as those involving solar and wind energy. This study developed a VRB model to establish a relationship between electrolyte concentration, equilibrium potential, and state of charge (SOC), to simulate the dynamic responses in charge/discharge cycles of the electrolyte concentration, terminal voltage, and SOC, and to evaluate the internal loss and battery efficiency. The proposed model not only serves as the basis of a dynamic analysis tool for future studies for designing a large-scale VRB but also reveals the time-varying electrolyte status for a long-term VRB operation.

Facing the risk of upward mobility: Performance-avoidance goals and social class among high-school students

ABSTRACT Recent research has shown that lower social class students are more likely to endorse performance-avoidance goals (i.e., the fear of performing poorly) than higher-class students, particularly in situations of success. The purpose of the present research is, first, to test the upward mobility process as a moderator of the link between social class and performance-avoidance goal endorsement. The second aim is to document the further impact of this process on academic performance. Two hundred and fifteen high school students (M age = 17.40, SD = 0.69) participated in the experiment. Half of them were randomly assigned to a “mobility salience” condition where they completed a mobility perception scale; while the other half completed a neutral scale. Then, they answered performance-avoidance goal items and solved mathematics, physics and life and earth sciences exercises. Results indicated that the salience of the mobility process increased the effect of social class on both performance-avoidance goal endorsement and mathematic performance. In addition, performance-avoidance goals appeared to be a mediator of the interaction effect between social class and the salience of the mobility process on mathematics performance. No such findings were obtained for physics and life and earth sciences. Taken together, these results support the idea that the prospect of experiencing mobility may be one of the mechanisms behind the difficulties encountered by lower-class students in an academic context.

Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies

Teachers regularly apply independent group-oriented contingencies (e.g., each student who scored above 89% gets a reward) which are designed to enhance students’ academic performance and achievement. In some instances, these contingencies are ineffective with low performing students. Numerous researchers have demonstrated that applying interdependent group-oriented contingencies (e.g., the entire class receives extra free time if the class average exceeds 89%) can meaningfully enhance mathematics performance across students. Research designed to evaluate the application of interdependent group-oriented bonus rewards on students’ independent mathematic performance will be described and analyzed. Recommendations for applying these procedures will be provided. These recommendations focus on research-based procedures and strategies designed to maximize the effectiveness of interdependent contingencies while minimizing the negative side effects associated with these procedures.

S66. Morphometric Changes Associated With Math Deficits in Adolescent Marijuana Users

An estimated 1.6 million adolescents are current users of marijuana (MJ). Previous research on cognition in MJ using adolescents has generally shown reduced executive function. However, few studies have focused on mathematic performance in this population. Investigations into the neuroanatomical architecture underlying math performance have suggested parietal regions play a key role. The current study examines the association between reduced math performance, attention, and potential changes in parietal morphometry.

The Relationship between Achievement Motivation and Mathematic Performance Amongst Female Learners and in Selected Urban Girls Secondary Schools in Kenya

Poor performance in mathematics has been a concern worldwide despite the fact that mathematics may be regarded as “the mother of technology and associated fields. Poor Mathematics performance in all tiers of education has continued to be reflected in national examinations between 2005 and 2009 in Kenya. Girls mathematics performance in Nairobi county has been very poor with 85% of students obtaining D+ or below at Kenya Certificate of Secondary Education (KCSE) (Kenya National Examinations Council (KNEC), 2010). There is limited literature on relationship between achievement motivation and mathematics performance in girls’ high schools in Kenya. The empirical studies done in causes of poor performance in mathematics mainly focus on topics like the mathamatics teaching methods (Omar, 1996) achievement (Njoroge, 2014) peer pressure and perception Mbugua et al. (2012) among many others. The main purpose of this study was to investigate the relationship between achievement motivation and mathematic performance in selected girl’s secondary school in Nairobi. This study was based on McClelland (1961) Achievement Motivation theory. Descriptive survey design was adopted in this study to investigate relationship between student achievement motivation, and mathematics performance. Purposive sampling technique used to select the schools in Nairobi county.. Simple random sampling techniques used to sample 300 participants from selected girls schools. The Researcher adapted achievement motivation tool used by Githua (2002). Pre-mock exams results (2013) were used to measure Mathematics performance. Data collected was analyzed using both descriptive and inferential statistics. The Pearson correlation alpha=0.05 was used to test the stated hypothesis. The results of the study indicate positive but weak and none significant relationship between Achievement Motivation and Mathematics performance in the area of study. Further research should be done in difference environment to confirm this finding.

Muscular and Aerobic Fitness, Working Memory, and Academic Achievement in Children

This study investigated the relationship between aerobic and muscular fitness with working memory and academic achievement in preadolescent children. Seventy-nine 9- to 11-yr-old children completed an aerobic fitness assessment using a graded exercise test; a muscular fitness assessment consisting of upper body, lower body, and core exercises; a serial n-back task to assess working memory; and an academic achievement test of mathematics and reading. Hierarchical regression analyses indicated that after controlling for demographic variables (age, sex, grade, IQ, socioeconomic status), aerobic fitness was associated with greater response accuracy and d' in the 2-back condition and increased mathematic performance in algebraic functions. Muscular fitness was associated with increased response accuracy and d', and longer reaction time in the 2-back condition. Further, the associations of muscular fitness with response accuracy and d' in the 2-back condition were independent of aerobic fitness. The current findings suggest the differential relationships between the aerobic and the muscular aspects of physical fitness with working memory and academic achievement. With the majority of research focusing on childhood health benefits of aerobic fitness, this study suggests the importance of muscular fitness to cognitive health during preadolescence.

Taalvariatie en onderwijsprestaties van autochtone kleuters

Abstract Language variety and educational achievement of indigenous primary school pupilsThis article explores the relations between language and mathematics test performance and a range of language related characteristics. The sample consists of 3,639 grade 2 pupils from 437 Dutch primary schools. Data were collected in 2014. The main question is whether pupils who speak Standard Dutch at home perform better than pupils who speak Frisian, a Dutch regional language or dialect. Results of the present analyses were compared with those from analyses performed on similar data collected in 1994. Between 1994 and 2014 the share of children who mostly speak standard Dutch with their mother and father has increased with 8 percent points to 95 percent. The share of mothers and fathers who mostly speak standard Dutch to each other has increased with 17 percent points to 91 percent. No correlation was found between language choice, i.e. speaking Standard Dutch or speaking Frisian, a regional language or dialect, and language and mathematic test performance. One remarkable finding was that children from the province of Limburg perform well while they speak Standard Dutch least.

Associations of Physical Activity, Sports Participation and Active Commuting on Mathematic Performance and Inhibitory Control in Adolescents.

ObjectivesTo examine objectively measured physical activity level, organized sports participation and active commuting to school in relation to mathematic performance and inhibitory control in adolescents.MethodsThe design was cross-sectional. A convenient sample of 869 sixth and seventh grade students (12–14 years) was invited to participate in the study. A total of 568 students fulfilled the inclusion criteria and comprised the final sample for this study. Mathematic performance was assessed by a customized test and inhibitory control was assessed by a modified Eriksen flanker task. Physical activity was assessed with GT3X and GT3X+ accelerometers presented in sex-specific quartiles of mean counts per minute and mean minutes per day in moderate-to-vigorous physical activity. Active commuting and sports participation was self-reported. Mixed model regression was applied. Total physical activity level was stratified by bicycling status in order to bypass measurement error subject to the accelerometer.ResultsNon-cyclists in the 2nd quartile of counts per minute displayed a higher mathematic score, so did cyclists in the 2nd and 3rd quartile of moderate-to-vigorous physical activity relative to the least active quartile. Non-cyclists in the 3rd quartile of counts per minute had an improved reaction time and cyclists in the 2nd quartile of counts per minute and moderate-to-vigorous physical activity displayed an improved accuracy, whereas non-cyclists in the 2nd quartile of counts per minute showed an inferior accuracy relative to the least active quartile. Bicycling to school and organized sports participation were positively associated with mathematic performance.ConclusionsSports participation and bicycling were positively associated with mathematic performance. Results regarding objectively measured physical activity were mixed. Although, no linear nor dose-response relationship was observed there was no indication of a higher activity level impairing the scholastic or cognitive performance.

Cognitive study of mathematics and attention event-related potentials for children with attention deficit hyperactivity disorder

Objective To explore the features of mathematics and attention event-related potential for children with ADHD and impaired neural mechanisms of executive function (EF). Methods The two groups children, 45 ADHD children and 45 normal children, were eight-to-eleven-year-old and there were no significant differences in the age and sex of two groups children . Both children performed mathematic and continuous performance test (CPT) tasks. Results Fz in Mathematic ERP: The N2 amplitudes (μV) in children with ADHD were significantly lower than those of control group in deciding error ((-11.86±6.01)μV vs (-8.38±3.52)μV), P 0.05). CPT: The Nogo P3 amplitudes in children with ADHD were significantly lower than control group((21.92±13.43)μV vs (30.65±17.10)μV), P<0.05). Conclusion The decrease of N2 amplitude while in deciding error indicate EF impairments deficits in working memory and decision-making ability.Nogo P3 amplitude of continuous performance task (CPT) in ADHD children indicate EF impairments deficits in response inhibition. Both P3 in attention CPT and N2 in mathematics could be used as sensitive index of EF impairments. Key words: Attention deficit hyperactivity disorder children; Mathematic cognition; Event-related potentials; Attention; Executive function

Mathematic Modeling and Performance Analysis of an Adaptive Congestion Control in Intelligent Transportation Systems

In this paper, we develop a preventive congestion control mechanism applied at highway entrances and devised for Intelligent Transportation Systems (ITS). The proposed mechanism provides a vehicular admission control, regulates input traffic and performs vehicular traffic shaping. Our congestion control mechanism includes two classes of vehicles and is based on a specific priority ticket pool scheme with queue-length threshold scheduling policy, tailored to vehicular networks. In an attempt to cope with vehicular traffic fluctuation, we integrate an adaptation ticket generation module. The enhanced mechanism is then able to detect road congestion and provide performance metrics to road site units at the highway entrance. Mathematical modeling based on the embedded Markov chain method highlights the benefits of the proposed scheme. Performance analysis demonstrates the mechanism capability to accurately characterize road traffic congestion conditions, shape vehicular traffic and reduce travel time.

Menyusun Model yang Efisien dan Efektif dari Dimensi-Dimensi School Wellbeing untuk Memprediksi Prestasi Belajar Matematika

The study aimed to discover the combination of the variables of social relationships and means for self-fulfillment was effec¬tive for predicting students’ performance in mathematics. The subjects were 83 students of 11th grade of senior high school students in Yogyakarta. The variables were measured using the self-efficacy scale, teacher-student relationships scale, student attachment scale, parent support scale, school climate scale, and mathematics midterm exams. The data were analyzed using Stepwise regression analysis. The results indicated that out of the five independent variables, self-efficacy and teacher-student relationships were the most effective predictors. The contribution of both to mathematic performance amounted 13.3 percent, which was 6.3 percents higher if compared with self-efficacy only as single predictor. In addition, out of the five variables tested, it was the school climate did not have a significant effect on mathematic performance.&#x0D; Keywords: self-efficacy, students-teacher relationships, student engagement, parental support, school climate, mathematic performance &#x0D; &#x0D; Penelitian ini bertu¬juan untuk menemukan kombinasi variabel variabel dalam social relationships dan means for self-fulfillment, yang efektif memprediksi prestasi belajar matematika siswa kelas 11 SMA. Subjek penelitainnya adalah 83 siswa kelas 11 SMA Negeri ‘Y’ di Kota Yogyakarta. Instrumen penelitian yang digunakan adalah skala efikasi diri, skala hubungan guru-siswa, skala keterikatan siswa, skala dukungan orangtua, skala iklim sekolah, dan nilai UTS Matematika. Metode analisis data yang digunakan adalah satatistik analisis regresi metode Stepwise. Hasil penelitiannya adalah bahwa dari kelima variabel independen (prediktor), kombi¬nasi yang efektif untuk memprediksi prestasi matematika adalah variabel efikasi diri dan hubungan guru-siswa. Kontribusi keduanya terhadap prestasi matematika sebesar 13,3 persen, 6,3 persen lebih tinggi dibanding kalau hanya menggunakan variabel efikasi diri sebagai prediktor tunggal. Secara individual, dari kelima variabel independen yang diuji, hanya variabel independen iklim kelas yang korelasinya tidak signifikan dengan prestasi matematika.&#x0D; Kata kunci: efikasi diri, hubungan guru-siswa, keterikatan siswa, dukungan orangtua, iklim sekolah, dan prestasi matematika

The Effect of Learning Media and Types of Personality on Elementary Student’s Mathematic Performance

The Purpose of this research is to understand the effect of learning media and type of personality on mathematics performance. The learning media consists of interactive learning multimedia and magnetic board media. Type of personality covers introvert and extrovert. The method used in this research is experimental studies. The design of this research is treatment by level 2 x 2. The hypothesis of this research is tested by using two-way of variance analysis (ANOVA). The results of this research indicated that: (1) Mathematics performance of the group of student use interactive learning multimedia is higher than magnetic board, (2) there is effect of learning media and type of personality on mathematics performance, (3) Particularly for the introvert students use interactive learning multimedia produced higher mathematics performance than those use magnetic board media, (4) for the extrovert students, use magnetic board media produced higher mathematics performance than those use interactive learning multimedia.

The Study of the Relationship between Mother's Studies with Study Skills and Mathematics Performance of Students

Certainly teaching study skills of mathematics has special importance and plays important role in mathematics performance of students. As mothers spend more times with self-children then they can be effect on study and their mathematics performance. Present research implements to study of the relationship between mothers' studies with study skills and mathematics performance of their children. Population of this research is all girl students of first grade in high school at zone one of Tehran and sample is 97 people. For collecting data of this research through standard questionnaire of mathematics studies skills is used for measuring of study skill of mathematics and questions for studying information related to mothers' studies and a math exam for getting information of mathematics performance of students are used. The results indicated that there is not significant relationship between mothers' studies and study skill of mathematics among students. Also, it is indicated that there is positive significant relationship between mothers' studies and mathematic performance of students.