Numerical Aptitude Research Articles

Measurement of Psychometric Properties Numerical Aptitude Assessment Scale for Prospective High School Students: A Rasch Model Analysis

Developing structured test instruments is essential in forming a measurable and consistent ability assessment construct. This study examines the psychometric properties of the numerical aptitude test instrument (NAPTIN) utilizing Rasch model analysis to evaluate standardized numerical aptitude assessment test instruments for prospective high school (PHS) students based on validation and construct reliability. Data was collected using an online survey of 228 PHS students. The Rasch model analyses person and item fit, item measure, dimensionality and local independence testing, reliability, and differential item functioning. The results showed that NAPTIN had appropriate and consistent items for measuring the numerical aptitude of PHS students based on gender and school type. This study recommends a systematic measurement tool for researchers. Another contribution is measurement instruments for Indonesian schools and policymakers to choose student program specialties.

A Meta-Analysis of Numerical Aptitude’s Effect on Learning Outcomes and Mathematical Ability

This study examines the effect of numerical aptitude on junior high school students learning outcomes and math abilities. Data were collected using sample size and Pearson correlation coefficient. The data analysis technique with a meta-analysis included publication bias, forest plot, effect size calculation, and heterogeneity test. The effect size of numerical aptitude on learning outcomes and mathematical ability was 0.60 and 0.41 with strong and medium categories, respectively. The results show that numerical aptitude improves math learning outcomes. Other meta-analysis studies find no publication bias. The study improves junior high math learning by identifying numerical talent.

Emotional and Cognitive Aptitudes and Successful Academic Performance: Using the ECCT

Understanding factors that influence academic performances is vital. The aim of this study is to longitudinally test, with three timepoints, the unique contribution of several predictors to academic performance. In a sample of 796 Ecuadorian students, dominance analyses were performed with the R program to test the relative and unique importance of the seven variables under study (verbal aptitude, numerical aptitude, abstract reasoning, emotional regulation scenarios, emotional regulation self-questionnaire, and academic performance measured in timepoint one and two) for academic performance, measured in timepoint three in the entire sample and separately in each of the ten degrees in the academic center. Results show that the strongest predictors are past academic performance, followed by gender, numerical aptitude, scenarios, verbal aptitude, abstract reasoning, and, finally, the emotional regulation self-questionnaire. This study contributes to explaining the complex topic of academic performance. More studies are needed in order to better understand the role played by emotional intelligence, as well as differences between different degrees or areas of study.

Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery.

The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.

Study on verbal and numerical aptitudes as predictors of secondary school students’ performance in academics

Present study explores the aptitude among higher secondary students. It was aimed to examine the verbal and numerical aptitude abilities on academic performance of secondary school students. A sample of 40 students was selected from government senior secondary schools of West Godavari, Andhra Pradesh. Data were collected by administering Tamanna aptitude test developed by NCERT. Results showed that the verbal and numerical aptitudes significantly predicted the academic performance of secondary school students.

The Suitability of Students in Bachelor of Science in Statistics (BSS) Program

This study aims to assess the suitability of students in Bachelor of Science in Statistics program. Seemingly, several students who enrolled in the said program does not possess the qualities of being mathematically inclined. Hence, this study was conducted. By complete enumeration, the study employed all BSS students from different year level. Secondary data were used such as two psychological tests from the University Student Services Office which measures the intelligence and numerical aptitude. A primary data was also employed through an instrument called Brainard Occupational Preference Inventory which measures the interest of students in the field of statistics. The gathered data were then analyzed with the aid of some descriptive measures and correlational methods. Results revealed that there are only a few (11.9%) who have high levels of intelligence and numerical aptitude but they happen to have low level of interest in statistics. Of those students highly interested (47.6%) in the field of statistics one-fourth (11.9%) of them have low levels of intelligence and numerical aptitude. It is found out that there is a significant linear relationship between intelligence and numerical aptitude among BSS students. Moreover, intelligence and interest in statistics is inversely and significantly correlated among BSS junior students. Furthermore, results showed that there is no significant linear relationship between numerical aptitude and interest in statistics across year level. Hence, the interest of the BSS students must be cultivated in order to increase their level of achievement.

The intertwining of vocational aptitude and interest: A study among university students in Indonesia

Vocational aptitude and interest are the fundamental factors that education and career counselors utilize to provide suggestions to clients. These concepts are often considered as separate constructs. However, aptitude and interest are interrelated and should both be considered when making career decisions. This study involved as many as 343 university students as participants. Two measurement tools were used: Employee Aptitude Survey (EAS) to measure aptitude and Self-Directed Search (SDS) Holland to measure vocational interest. The data were analyzed using canonical and Pearson product-moment correlation analysis. The findings show that there is a correlation between several types of interest and several types of aptitude. Vocational interest that has the strongest correlation with aptitude was the investigative interest, while the numerical aptitude test has the strongest correlation with interest. In the process of career decision-making, particularly for university students, both aptitude and interest must be taken into consideration, especially the investigative interest and numerical aptitude.

The development of online vocational aptitude test

Directing students to be able to choose the right program to follow is a very important activity for education, in an effort to increase graduate competence. In order to be able to direct students into appropriate study programs, the aptitude of students is very important to be recognized. If students can participate in educational programs that are relatively in accordance with their aptitude, their learning motivation tends to increase, so that the competencies achieved will be better and the learning time will be shorter. Thus, the allocated education resources can be used more efficiently. In addition to the school and students, parents are also very important to know their children’s aptitude, in order to be able to negotiate with their children to choose an educational program. Aptitude tests have been widely developed, however, that there are still many limitations to use them, such as limited access on the part of respondents, difficulty in presenting various tests, and difficulty in scoring. Efforts towards the development of online aptitude tests have been widely sought. This research attempted to develop an online vocational aptitude test. This test was developed to detect the vocational aptitude of junior high school graduates who will enter a vocational high school which is currently the leading education program. The vocational aptitude test developed was based on verbal aptitude, numerical aptitude, logical aptitude, and scholastic aptitude. The aptitude test developed adopts a multiple-choice test model with four choices. Review by expert shows that the developed vocational aptitude test has a content validity ratio (CVR) which is in the range of 0.78-0.86, so it meets the content validity requirements. Based on the tryout of the test, it was found that the reliability of the test had met the requirements with an alpha cronbach coefficient (α) = 0.83. Tests on students who had chosen vocational programs got precision = 0.76; recall = 0.82; and accuracy = 0.83. Therefore, vocational aptitude tests already met the requirements of online vocational aptitude tests.

Assessment and Intelligence of The Mathematical-Logical in Learning Computer Programming

The research objective was to determine the influence of assessment types and mathematical-logical intelligence on computer programming learning outcomes after controlling numerical aptitude. Data were analyzed by analysis of covariance (ANCOVA) two lanes with one covariate. Results showed that 1) the results of learning computer programming students who attended the learning process with the assessment portfolio was higher than students who attended the learning process with the assessment project, 2) on a group of students who had high the intelligence mathematical-logical, the result of learning computer programming was most suitable to follow the process with portfolio, and 3) on a group of students who had a low mathematical-logical intelligence, computer programming learning outcomes was most suitable to follow the process with the assessment. Research to use the type of portfolio assessment in the learning process in order to improve student results.

The Mathematics of Symbols: A Closer Confrontation of the Chinese Cultural Command over Calculations

Inspired by Malcolm Gladwell’s phenomenal book, Outliers, which talks about the possibility of paddy fields being the perfect place to cultivate mathematics into our genes, we consider an unintended yet welcome consequence of having numerous characters in a writing script (1, 2), towards developing a talent for symbolic manipulation, which is necessary for abstract numerical aptitude. We wish to test the hypothesis that, this introduction from an early age, to many different symbols, provides a cultural advantage, that can be useful for dealing with mathematical symbols and notation. Mathematics is perhaps, the most simple, beautiful and precise language, provided that, we are not flustered by the notation and the strange, somewhat scary characters, that pop out at us, when we are looking at advanced books on Mathematics. Mathematics is simple, because we can only move from one step to the next, based on well established rules (either assumptions or axioms or other rules derived from these foundational rules, termed lemmas or theorems). When the steps are left out, that is when chaos begin to reign. A culture that teaches us not to get bothered, when we see new symbols is perhaps the training we need to deal with Mathematics. Whenever new symbols jump out at us, we just need to add them to our vocabulary, understand the context and proceed further. This is easier said than done, no doubt. But it will definitely not become easier, if we veer away from looking at the new symbols and stop working on becoming accustomed to them.

Contextual Learning Approach and Performance Assessment in Mathematics Learning

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

Pengaruh Kecerdasan Numerik dan Penguasaan Konsep Matematika terhadap Kemampuan Berpikir Kritik Matematika

<p>The purpose of this study is to analyze and test hypotheses about the influence <br />of numerical intelligence and mathematical concepts to the criticism athematical <br />thinking skills. The hypothesis of this study include: 1) There is a direct nfluence on the ability to think intelligence numerical mathematics criticism. 2) There is a direct effect of mastery of mathematical concepts to the criticism athematical thinking skills. 3) There is a direct effect of the numerical intelligence mastery of mathematics concepts. 4) There is no direct effect of intelligence numerical mathematical thinking skills through mastery of critical math concepts. The method used in this study is a survey method. Affordable population is students of class VII school year 2012/2013 Junior High School in Depok Cimanggis. Sample size of 91 students, with the sampling technique used is random <br />sampling, taken 3 public schools. Research instruments used were shaped PG numerical aptitude tests as much as 25 questions, test mastery of math concepts PG shaped by 20 questions, and thinking skills of mathematics in the form of criticism essay 10 questions, which has tested its validity. Data analysis using path analysis. Retrieved hypothesis testing results the following conclusions. The first hypothesis testing results show that: 1) there is a direct influence on the ability to think intelligence numerical mathematics criticism.; 2) there is a direct effect of mastery of mathematical concepts to the criticism mathematical thinking skills.; 3) there is a direct influence of the numerical intelligence mastery of mathematics concepts.; 4) there is no indirect effect wit criticism numerical mathematical thinking skills through mastery of mathematical concepts. </p><p>Keywords: Intelligence numerical, mathematical concepts, critical thinking math</p>

CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

The effect of different graphical and numerical likelihood formats on perception of likelihood and choice.

Quantitative risk information plays an important role in decision making about health. This study focuses on commonly used numerical and graphical formats and examines their effect on perception of different likelihoods and choice preferences. An experimental study was conducted with 192 participants, who evaluated 2 sets of 4 lotteries. Numerical formats to describe likelihood varied systematically between participants (X%, X-in-100, or 1-in-X). The effect of graphic formats (bar charts, icon charts) was assessed as a within-subjects factor. Dependent measures included perceived likelihood, choice preferences about participating in the lottery, and processing times. Numerical likelihoods presented as 1-in-X were processed fastest and were perceived as conveying larger likelihoods than the X-in-100 and percentages formats (mean response times in seconds: 5.65 v. 7.31 and 6.50; mean rating on a 1-9 scale: 4.38 v. 3.30 and 3.31, respectively). The 1-in-X format also evoked a stronger willingness to participate in a lottery than the 2 other numerical formats. The effect of adding graphs on perceived likelihood was moderated by numerical aptitude. Graphs reduced ratings of perceived likelihood of participants with lower numeracy, while there was no overall effect for participants with higher numeracy. Perception of likelihood differs significantly depending on the numerical format used. The 1-in-X format yields higher perceived likelihoods and it appears to be the easiest format to interpret. Graphs primarily affect perception of likelihood of people with lower numerical aptitude. These effects should be taken into account when discussing medical risks with patients.

Interactive Data Graphics and Information Processing

Among the chief promises of interactivity in news content online are that it leads to improved engagement with and attitudes toward content, yet scholarship is mixed on how such effects should occur, and under what conditions they do so. This study sought to examine the processes and conditions for effects of interactivity on processing online health news containing graphically displayed data. An experiment (N = 86) was conducted using online health news to examine these effects and test two previously proposed mechanisms – namely, those of increased involvement and perceived interactivity. Interactivity of information graphics accompanying an online health article was manipulated across three ordinal levels, and effects on postexposure attitudes and memory measures obtained. Preexisting level of involvement with the content domain and numerical aptitude were measured and tested as potential moderators of effects. The results showed that involvement with the content domain moderated the role of interactivity, such that increased interactivity led to more favorable attitudes toward the article for users low in involvement, while no effect was found for highly involved users. The effects of interactivity on attitudes were also found to be mediated by perceived interactivity. The results suggest that involvement with content domain is a key determinant of the effects of interactivity, and should be included as a key element in the development of theories of the impact of technology on communication.

Functional Polymorphisms in BDNF and COMT Genes Are Associated with Objective Differences in Arithmetical Functioning in a Sample of Young Adults

Background: Understanding the molecular genetics of complex human behaviors and functions remains a substantial challenge for the neurosciences. Previous studies have shown a genetic basis for individual differences in mathematical functioning; however, the specific genes remain to be completely identified. In the present study, we explored the possibility that 2 functional polymorphisms in candidate genes could be associated with differences in arithmetical performance. Methods: A computerized test to analyze performance in basic arithmetical calculations (additions and subtractions) was applied to 168 healthy young Colombian participants using the PEBL (Psychology Experiment Building Language) battery. DNA samples were genotyped for 2 functional SNPs in candidate genes: brain-derived neurotrophic factor (BDNF)-Val66Met and catechol-O-methyltransferase (COMT)-Val158Met. Results: We found significant differences for arithmetical processing scores between genotypes. For BDNF, Val/Val subjects had a worse performance (p value: 0.025) and for COMT, Val/Val carriers had a better performance (p value: 0.006). A multivariate model, including both BDNF and COMT genes, accounted for 7.1% of the variance in math processing scores. Discussion: To our knowledge, this is the first study finding associations of polymorphisms in BDNF and COMT genes with quantitative measures of numerical aptitude in healthy young participants. A future study of other genes involved in neural plasticity could be helpful to identify genetic correlates of arithmetical functioning, which will be important for the understanding of normal human behaviors and related neuropsychiatric disorders.

Relationships between baroreceptor cardiac reflex sensitivity and cognitive performance: Modulations by gender and blood pressure

This study aimed at replicating and extending previous results on the association between baroreceptor reflex sensitivity (BRS) and cognitive performance. Thirty men and 31 women performed an arithmetic task. After adjusting for numerical aptitude and effort, no predictors of performance were found in men. In women, the relationships between BRS and parameters related to correct responses were modulated by blood pressure (BP). BRS was inversely associated with these parameters for participants with BP>1 SD above the mean, whereas the associations were positive in participants with BP<1 SD below the mean. Also for women, BRS was positively associated with number of errors during the task. These results suggest that the relation between BRS and performance varies as a function of the type of cognitive processes assessed and that the central nervous system effects of the baroreceptors on cognitive functioning are modulated by gender and BP.

Intelligence assessment: Gardner multiple intelligence theory as an alternative

In the multiple intelligence framework, newer and more contextualized cognitive tasks are suggested as alternative to more traditional psychometric tests. The purpose of this article is to examine whether or not these two types of instruments converge into a general factor of cognitive performance. Thus, the Battery of General and Differential Aptitudes (BADyG: reasoning, memory, verbal aptitude, numerical aptitude and spatial aptitude) and a set of Gardner's multiple intelligence assessment tasks (linguistic, logical, visual/spatial, bodily-kinesthetic, naturalistic and musical intelligences) were administered to 294 children aged 5 to 7. The confirmatory factor analysis points out the absence of a common general factor considering both batteries, indicating instead the existence of two general factors, which gather the tests that encompass them. Also, these two general factors correspond to traditional and multiple intelligence assessments and show a statistically moderate correlation between them. These results challenge Gardner's original position on refusing a general factor of intelligence, especially when considering the cognitive dimensions measured which do not coincide with the more traditional tests of intelligence.

Validation of the Subjective Numeracy Scale: Effects of Low Numeracy on Comprehension of Risk Communications and Utility Elicitations

In a companion article, the authors describe the Subjective Numeracy Scale (SNS), a self-assessment of numerical aptitude and preferences for numbers that correlates strongly with objective numeracy. The objective of this article is to validate the Subjective Numeracy Scale using measures of subjects' capacity to recall and comprehend complex risk statistics and to complete utility elicitations. The study is composed of 3 general public surveys: 2 administered via the Web and 1 by paper and pencil. Subjects. Studies 1 and 3 surveyed 862 and 1234 people, respectively, recruited via a nationwide commercial Internet survey panel. Study 2 involved 245 people who completed paper-and-pencil surveys in a Veterans Administration hospital. The authors tested whether one's score on the SNS predicted the likelihood of correct recall and interpretation of risk information (studies 1 and 2A) or the likelihood of effectively completing a time tradeoff or person-tradeoff utility elicitation (studies 2B and 3). In Studies 1 and 2, the authors also tested whether an objective test of quantitative ability would predict performance. In all studies, survey participants with higher SNS scores performed significantly better than other respondents. The predictive ability of the SNS approached that observed for objective numeracy. The SNS effectively predicts both risk comprehension and completion of utility elicitations without requiring survey participants to complete time-consuming and stress-inducing mathematics tests. The authors encourage the use of the SNS in a variety of health services research contexts.