Mathematics Performance Research Articles

Motivation and Mathematical Performance Using Digital Game-Based Learning in Kindergarten

This study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education

The Effect of Matific Platform on Preschool Students’ Academic Performance in Mathematics

This research aimed to examine the effect of the Matific platform on preschool students' academic performance in Mathematics in Al Dhafra Region, United Arab Emirates. It also examined the difference between boys’ and girls' academic performance after using the Matific platform during mathematics learning. An experimental research design with pre- and posttest was conducted over a four-week period. A convenient sampling technique was used to select twenty preschool students in an intact group (11 girls and 9 boys). Data was collected through the Achievement Test instrument using pretests and posttests. Descriptive statistics and paired samples t-tests were used to evaluate differences in pretest and posttest scores among individuals and groups, with further analysis conducted to examine differences between boys' and girls' performance. Findings suggest that there is significant effect of using the Matific platform on students' academic performance in Mathematics. However, no statistically significant differences were observed between the performance of boys and girls in utilizing Matific.

Teachers' Professional Preparations, Teaching Efficiency, and their Impact on Students Mathematics Performance

Teachers' Professional Preparations, Teaching Efficiency, and their Impact on Students Mathematics Performance

Exploring Students’ Mathematics Performance through Self-regulated Learning

Exploring Students’ Mathematics Performance through Self-regulated Learning

Scalable and Distributed Mathematical Modeling Algorithm Design and Performance Evaluation in Heterogeneous Computing Clusters

Scalable and Distributed Mathematical Modeling Algorithm Design and Performance Evaluation in Heterogeneous Computing Clusters

HOME, SCHOOL AND STUDENTS’ CHARACTERISTICS AS PREDICTORS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS

Students’ performance in mathematics in Nigeria in recent times is not at a desired level. Despite relentless efforts by stakeholders to improve on this situation, yet no significant change. Studies that looked into student’s variables combined with importance of mathematics, teacher, school, and parent variables to predict students’ achievement in mathematics, seem not to be in existence. Thus, empirical documentation of such is needful. This study assessed home, school and students’ characteristics as predictors of Senior Secondary School students’ achievement in Mathematics in Osun State. Expo-facto design of non-experimental type was used. Descriptive statistics and Multiple Regression were used to analyze data at 0.05 alpha level. Results reveal that parenting type, family size, teachers qualification, years of teaching, class size, interest in mathematics, student academic engagement, and importance of mathematics, jointly accounted for 11% of observed variance in achievement in Mathematics, and it is statistically significant, F(17,575) = 5.183; P < 0.05. Also, importance of mathematics, student engagement, teachers qualification, class size and teacher years of teaching, were found to have significant relative contribution towards students’ achievement in mathematics, and they could reliably predict achievement in mathematics.

EFFECTS OF INSTRUCTIONAL MEDIA ON LEARNERS COMPETENCES IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN RWANDA A CASE OF RULINDO DISTRICT

This study explored the impact of instructional media on mathematics competencies in public secondary schools in Rulindo, Rwanda. Employing a descriptive and correlational design with a mixed approach, the study aimed to identify influential instructional media, assess mathematics competence levels, and determine their relationship. The target population included 616 teachers and 100 head teachers, totaling 716 individuals, with a sample size of 257 determined using the Yamane formula through purposive and random sampling. Data were collected via questionnaires, documentation research, and a pilot study, then analyzed using SPSS version 21.Key findings indicated strong agreement (85.5%-98.6%) on the effectiveness of computer-based tools, graphing calculators, mathematics textbooks, and dynamic geometry environments in teaching mathematics. Significant associations were found (p < 0.05) between competencies in numeracy, use of instructional media, and students comprehension of mathematical subjects. Recommendations included government scholarships to enhance teachers mathematics skills, optimized use of teaching resources, training by MINEDUC, and increased educational support for students. The study highlighted the need for further research to explore instructional materials broader impacts on secondary school students mathematics performance.

Overcoming socioeconomic adversity: Academic resilience in mathematics achievement among children and adolescents in Ireland.

Although socioeconomic disadvantage is linked with academic underachievement, many children from low-income backgrounds perform well in school. Which modifiable factors predict this academic resilience? We examine between- and within-person predictors of one important academic metric - mathematics performance - across adolescence in 1715 (796 male, 919 female) youth living in poverty in Ireland, using data from three waves (9, 13, and 17/18 years) of the Growing Up in Ireland study. Using linear mixed models, math performance was worse when adolescents had more socioemotional and behavioural difficulties, more child-parent relationship conflict, parents had lower expectations of the adolescent's educational achievement, and when primary caregivers had less education. Adolescents who had better intellectual self-concept and attended a non-disadvantaged school had greater math performance. This research adds to the growing body of work suggesting academic resilience is dynamic and multisystemic; it provides potential targets at multiple levels to promote such resilience.

THE EFFECT OF TECHNOLOGY-BASED MATHEMATICS TEACHING ON MATHEMATICS PERFORMANCE: A SECOND-ORDER META-ANALYSIS

It is mentioned that all types of technological supports used in the mathematics instruction process have positive impacts on student mathematics performance without analyzing their educational dimension of them. In this context, the purpose of this research is to analyze the impact of technology-based mathematics instruction on the mathematics performance of students. 22 meta-analyses about the effects of technology-based mathematics instruction on student performance were carried out between 2017 and 2022; 27 impact sizes collected from these researches are combined with second-order meta-analyses. It is found that technology-based instruction’s impact on mathematics performance is medium-level. On the other hand, in studies about technology-based instruction, it is determined that the location and quality of the article caused important improvements in the mathematics performance of students. On the other hand, technology-based instruction, performance type, grade level, bias status, report type, and year range moderator variables didn’t cause statistical differences. It is determined that technology-based instruction methods increase the mathematics performance of students; however, Digital Tools Based Instruction and Software Based Instruction models are more efficient when compared to the other learning methods. Suggestions based on the research results are presented in the study.

Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.

In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom.

Frontoparietal and salience network synchronizations during nonsymbolic magnitude processing predict brain age and mathematical performance in youth.

The development and refinement of functional brain circuits crucial to human cognition is a continuous process that spans from childhood to adulthood. Research increasingly focuses on mapping these evolving configurations, with the aim to identify markers for functional impairments and atypical development. Among human cognitive systems, nonsymbolic magnitude representations serve as a foundational building block for future success in mathematical learning and achievement for individuals. Using task-based frontoparietal (FPN) and salience network (SN) features during nonsymbolic magnitude processing alongside machine learning algorithms, we developed a framework to construct brain age prediction models for participants aged 7-30. Our study revealed differential developmental profiles in the synchronization within and between FPN and SN networks. Specifically, we observed a linear increase in FPN connectivity, concomitant with a decline in SN connectivity across the age span. A nonlinear U-shaped trajectory in the connectivity between the FPN and SN was discerned, revealing reduced FPN-SN synchronization among adolescents compared to both pediatric and adult cohorts. Leveraging the Gradient Boosting machine learning algorithm and nested fivefold stratified cross-validation with independent training datasets, we demonstrated that functional connectivity measures of the FPN and SN nodes predict chronological age, with a correlation coefficient of .727 and a mean absolute error of 2.944 between actual and predicted ages. Notably, connectivity within the FPN emerged as the most contributing feature for age prediction. Critically, a more matured brain age estimate is associated with better arithmetic performance. Our findings shed light on the intricate developmental changes occurring in the neural networks supporting magnitude representations. We emphasize brain age estimation as a potent tool for understanding cognitive development and its relationship to mathematical abilities across the critical developmental period of youth. PRACTITIONER POINTS: This study investigated the prolonged changes in the brain's architecture across childhood, adolescence, and adulthood, with a focus on task-state frontoparietal and salience networks. Distinct developmental pathways were identified: frontoparietal synchronization strengthens consistently throughout development, while salience network connectivity diminishes with age. Furthermore, adolescents show a unique dip in connectivity between these networks. Leveraging advanced machine learning methods, we accurately predicted individuals' ages based on these brain circuits, with a more mature estimated brain age correlating with better math skills.

ACCESS AND QUALITY OF ELEMENTARY EDUCATION IN KARNATAKA

The primary objectives of this study are to evaluate the access to and quality of education in Karnataka and to understand the socio-economic conditions Karnataka. Conducted in the Kalyana-Karnataka region, this study employed a primary survey method based on interview schedules. The findings reveal significant socio-economic factors affecting students, including their rural or urban backgrounds, religion, social group, land ownership, and type of ration card. Key factors influencing access and quality of education encompass the medium of instruction, type of school, infrastructure, school distance, reading ability, academic performance, and proficiency in mathematics. KEYWORDS: Socio-Economic condition, Access, Quality, and School infrastructure

Mathematics Learning Centers – Not Just for the Elementary Classroom

Given the recent trajectory of secondary mathematics performance in the United States, as compared to international counterparts, this design and development case study aimed to explore the varied pedagogical practice and its impact on mathematics proficiency. This study sought to improve mathematics proficiency through varied instructional practices. During one algebra unit, two instructional modalities were employed, by the same instructor, to two separate groups of students. Quantitative measures were captured through the descriptive statistics of Pre-test, Post-test, and Reaction Survey results. The Kirkpatrick Model (Level I and II) was also employed. In addition, qualitative data were obtained through Researcher Notes, Researcher Experience Journal, and Participant Journals. Findings suggested the effectiveness of a learning center pedagogical design, including peer collaboration, technology, and small group, as it yielded higher proficiency than traditional direct instruction. Pre- to Post-Test scores revealed a 1.727 higher mean growth in the experimental group over the control group (Culleny, 2021).

Assessing The Impact of Socio-Economic Related Mathematical Learner Identity on Student Performance in Mathematics Among Secondary Schools: A Case Study of Kilifi County, Kenya

Assessing The Impact of Socio-Economic Related Mathematical Learner Identity on Student Performance in Mathematics Among Secondary Schools: A Case Study of Kilifi County, Kenya

Effects of Heuristic Method on Students’ Performance in Mathematics

This research determines the effects of the Heuristic method on students' performance in Mathematics 7 of a public national high school in the Philippines, school year 2022-2023. The quasi-experimental method used two sets of questionnaires (standardized Attitudes Towards Mathematics Inventory and standardized Algebra Test). The data were treated using frequency, mean, standard deviation, Chi-square test of independence, and paired t-test. The study revealed that student’s profiles (age, gender, final grade in Grade 6 Math) do not have significant relationships with their level of mathematical attitudes and academic performance. However, a significant increase in test scores between the pretest and post-test results in a significant difference between the mean gained of both groups. Thus, teaching strategies could encourage students to increase their academic performance. It was concluded that the Heuristic teaching model helps students develop better mathematics learning. The researchers strongly recommend searching for more learning methods that could help elevate the learners' academic performance.

Learn with M.E.—Let Us Boost Personalized Learning in K-12 Math Education!

The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial intelligence and other smart learning tools present great opportunities for implementing a personalized learning system. Our previous surveys and literature reviews also show that educators see the greatest potential in personalized education for the assimilation of artificial intelligence into education. In this context, we have developed educational software called “Learn with M.E. as Math Educator”, which facilitates more personalized teaching of basic mathematical operations. This study presents the structure and operation of this application. We tested the usability of the software in several institutions. Our research target group consists of elementary school students, specifically those aged 11–15. This article provides a detailed overview of the accuracy and educational outcomes of the completed application. We evaluated the application and its effectiveness using both qualitative and quantitative methods. Our research design combined elements of educational technology development and effectiveness assessment. To evaluate student performance, we employed a control group methodology. Data were analyzed by comparing test results between students using the software and those receiving traditional instruction. We examined user satisfaction through survey questionnaires. Teachers’ opinions were gathered through structured interviews, and their responses were categorized using a SWOT analysis. The findings indicated that the use of the software significantly improved students’ mathematics performance compared to the control group. Students provided positive feedback on the software’s user interface, describing it as user-friendly and motivating. Teachers regarded the software as an effective educational tool, facilitating differentiated instruction and enhancing student engagement. The results suggest that digital educational tools, such as the developed software, can provide substantial added value in education.

Improving Girls’ Participation in Mathematics at Dormaa Akwamu R/C Primary Three (3) Using Motivational and Gender – Sensitive Approaches

This study used motivational and gender-sensitive approaches to improve the participation of girls in mathematics at Dormaa Akwamu R/C Primary School, with a specific focus on three basic (3) pupils. The research utilized an action research approach and qualitative research design, and employed convenient and purposive sampling methods to gather data. The data was collected using observation, test, and interview methods, and was analyzed using descriptive statistics such as frequencies and percentages. The accessible population for the study was 27 pupils in Basic three (3). The study revealed that female students in Basic three (3) at Dormaa Akwamu R/C Primary School had a negative attitude towards mathematics, resulting in a lack of interest in the subject and poor participation, which affected their academic performance. Also, the study found that the low perception of the class teacher towards girls and the socioeconomic status of the girls’ families significantly impact girls’ performance in mathematics. However, using motivational and gender-sensitive approaches in mathematics instruction helped enhance female students’ performance. Based on the results, the researchers suggest that teachers should use motivational and gender-sensitive approaches to improve the academic performance of their pupils. This study will serve as a guide for how girls can effectively learn mathematics and related subjects in Ghanaian classrooms.

The Effect of the Relationship between Principals and School Governing Bodies on Grade 12 Learner Performance

This case study explores the effect of the relationship between the principal of a secondary school within a poor community and the school governing body (SGB) on Grade 12 learner performance. The paper challenges the negative stereotype of the relationship between school principals and SGBs in lower-quintile schools. Much of the literature reports on allegations by principals that SGBs do not contribute to the improvement of schools; rather, they interfere negatively with the management thereof. This paper is couched in the collegial model. Using a single case study, the findings are based on qualitative data collected during interviews conducted with the principal and the chair of the SGB as well as observations in the classrooms and on the school grounds. The study found that there was a good relationship between the principal and the SGB chair. The paper concludes that a harmonious relationship between the principal and the SGB allows the SGB to support the school, resulting in enhanced Grade 12 academic performance in mathematics. A harmonious relationship between the principal and SGB forms the foundation for the academic performance of learners, as the majority of the SGB is represented by parents of the school. The data collected during the research study suggests that the greater school community must ensure that the chair of the SGB and the school principal have a good relationship and that the SGB is supportive of the school in advancing its educational activities.

Mathematical modeling and performance evaluations of a wood drying process using photovoltaic thermal and double-pass solar air collectors

This research conducts a novel and complete 4E assessments and introduces an innovative method for examining solar wood drying systems. The software TRNSYS and MATLAB programming are combined to simulate and create a numerical program. This novel combination allows for a thorough examination that goes beyond conventional assessments of wood drying. The aim is to evaluate the effectiveness of a solar wood dryer using two different collectors, a double-pass and a photovoltaic thermal collectors, in terms of four key aspects: energy, exergy, economic, and environmental. Further, the drying process was investigated under various climates in three African cities (Errachidia, Dakar, and Nouakchott). The moisture content of wood was reduced from 74% to 12% in the three cities. Elaborate simulations were performed and the results were confirmed by experimental validation, using methods including Mean Absolute Error, Mean Relative Error, and Root Mean Square Error. The primary findings of this study are the following: In the double-pass dryer, the drying time required in Errachidia, Dakar, and Nouakchott was 139h, 189h, and 170h, respectively. Whereas in the photovoltaic thermal dryer, it needed 192h in Errachidia, 210h in Dakar, and 189h in Nouakchott. Further, using photovoltaic thermal, the dryer exhibited superior exergy efficiency compared to the use of double pass collector. Photovoltaic thermal collector reduces yearly CO2 emissions by an average of 54.87, 66.2, and 44.11 tonnesCO2 in Errachidia, Dakar, and Nouakchott, respectively. In contrast, double pass collector reduces CO2 emissions by an average of 38.49, 57.9, and 38.56 tonnesCO2 in Errachidia, Dakar, and Nouakchott, respectively, throughout the year. Further, the solar dryer, using double pass collector, has a shorter payback time than using photovoltaic thermal collector, indicating a quicker economic return.

Mathematical Modeling Self-Efficacy of Middle School and High School Students

Mathematical modeling is a cyclical process involving the competencies of understanding the problem, simplifying, mathematizing, working mathematically, interpreting, and validating. Mathematical modeling self-efficacy beliefs are essential to students’ mathematical modeling performance. This study examined middle and high school students’ mathematical modeling self-efficacy beliefs. The participants consisted of 1091 middle school students and 974 high school students. The data were collected through the “Mathematical Modeling Self-Efficacy Scale [MMSS]”. T-tests and ANOVA test statistics were used to determine the effect of gender, school level, grade level and previous engagement in model-eliciting activities on the mathematical modeling self-efficacy beliefs. The results showed that the mathematical modeling self-efficacy beliefs of middle school students were significantly higher than those of high school students. Furthermore, middle school students’ mathematical modeling self-efficacy beliefs did not differ significantly by gender, while at the high school level there was a significant difference in favor of males. Regarding grade levels, only a statistically significant difference was found between the mathematical modeling self-efficacy beliefs of seventh- and eighth-grade students. Moreover, middle and high school students who had previously engaged in model-eliciting activities had significantly higher mathematical modeling self-efficacy beliefs than those who had not. In the accessible literature, there is no study on the mathematical modeling self-efficacy beliefs of middle and high school students. Therefore, we believe this study’s results will contribute to the literature on mathematical modeling.