What the hands tell us about mathematical learning

Gesture ◽  
2018 ◽  
Vol 17 (3) ◽  
pp. 375-416
Author(s):  
Amanda Martinez-Lincoln ◽  
Le M. Tran ◽  
Sarah R. Powell
Keyword(s):  
Mathematics Achievement ◽  
Mathematical Knowledge ◽  
Mathematical Achievement ◽  
Verbal Instruction ◽  
Mathematical Learning ◽  
Mathematical Performance ◽  
Mathematical Instruction ◽  
12Th Grade ◽  
And Mathematics ◽  
The Impact

Abstract Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.

Teaching to Talent: Evaluating an Enriched and Accelerated Mathematics Program

1989 ◽  
Vol 12 (4) ◽  
pp. 253-267 ◽  
Author(s):  
Ann Robinson ◽  
T. D. Stanley
Keyword(s):  
Mathematics Achievement ◽  
Rockefeller Foundation ◽  
Stated Preferences ◽  
Mathematical Achievement ◽  
Seventh Grade ◽  
Accelerated Mathematics ◽  
Math Program ◽  
Mathematics Program ◽  
And Mathematics

The authors present an evaluation of the Gifted Math Program, which was established in 1984 and funded by the Rockefeller Foundation. Mathematics achievement, and mathematics preferences were assessed for second-seventh grade students who participated in the program, as compared with students who were accepted but did not participate. Significant differences were found on mathematical achievement favoring students in the program. The two groups did not differ on stated preferences for learning math, however, the groups differed dramatically on expressed opportunities in math. The authors conclude that there are programs which can address the needs of bright young mathematicians.

scholarly journals The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement

2017 ◽  
Vol 3 (2) ◽  
pp. 400-416 ◽  
Author(s):  
Camilla Gilmore ◽  
Sarah Keeble ◽  
Sophie Richardson ◽  
Lucy Cragg
Keyword(s):  
Working Memory ◽  
Mathematics Achievement ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Working Memory Capacity ◽  
Mathematical Achievement ◽  
Large Individual ◽  
Procedural Skill ◽  
And Mathematics ◽  
Independent Effects

Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conceptual understanding and working memory. However, most studies have only tested independent effects of these factors and failed to consider moderating effects. We explored the procedural skill, conceptual understanding and working memory capacity of 75 children aged 5 to 6 years as well as their overall mathematical achievement. We found that, not only were all three skills independently associated with mathematics achievement, but there was also a significant interaction between them. We found that levels of conceptual understanding and working memory moderated the relationship between procedural skill and mathematics achievement such that there was a greater benefit of good procedural skill when associated with good conceptual understanding and working memory. Cluster analysis also revealed that children with equivalent levels of overall mathematical achievement had differing strengths and weaknesses across these skills. This highlights the importance of considering children’s skill profile, rather than simply their overall achievement.

Impact of Lesson Study on Motivation in Mathematics and Mathematics Achievement of Malaysian Foundation Programme Students

2020 ◽  
Vol 5 (1) ◽  
pp. 39-53
Author(s):  
Hosseinali Gholami ◽  
Aida Suraya Md Yunus ◽  
Ahmad Fauzi Mohd Ayub ◽  
Nurzatulshima Kamarudin
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Lesson Study ◽  
Educational Method ◽  
Quasi Experimental ◽  
Mathematics Motivation ◽  
And Mathematics ◽  
Mean Differences ◽  
The Impact ◽  
Motivation And Achievement

Low motivations in mathematics prevent students from learning it meaningfully and experience the beauties of mathematics through problem solving in Malaysia and many other countries. This quasi- experimental study was conducted among foundation level students so as to determine the impact of implementation of Lesson Study on students’ motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher formed a Lesson Study group. This group planned and designed five Research Lessons about the functions focusing on problem solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (Not at all true) to 5 (Very true)) and lecturers developed tests were used to investigate the impact of Lesson Study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric Kruskal-Wallis test. The results of this study showed that students in experimental group obtained better results in both motivation and achievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender but there were no significant mean differences among groups in any of subscales.

Gender, Socioeconomic Status, and Mathematics Achievement by Xhosa Children

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 771-778 ◽  
Author(s):  
Varghese I. Cherian
Keyword(s):  
South Africa ◽  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Low Socioeconomic Status ◽  
Mathematical Achievement ◽  
Criterion Measure ◽  
Low Socioeconomic ◽  
External Examination ◽  
And Mathematics ◽  
Status Differences

This study investigated gender and socioeconomic status differences in mathematics achievement of 1021 Xhosa children (369 boys and 652 girls) whose ages ranged from 13 to 17 yr. ( M age, 15.6 yr.). They were chosen at random from the Standard 7 population of Transkei, South Africa. Their marks on the Standard 7 External Examination in mathematics was the criterion measure. A two-way analysis of variance indicated that mathematical achievement of girls was significantly higher than that of boys of low socioeconomic status whereas at middle and high socioeconomic status mathematics achievement of boys was significantly higher than that of the girls.

The impact of emotion on numerical estimation: A developmental perspective

2018 ◽  
Vol 71 (6) ◽  
pp. 1300-1311 ◽  
Author(s):  
Emily A Lewis ◽  
Alexandra Zax ◽  
Sara Cordes
Keyword(s):  
Mathematics Achievement ◽  
Numerical Approximation ◽  
Recent Literature ◽  
Numerical Estimation ◽  
Similar Increase ◽  
Emotional Stimuli ◽  
Facial Stimuli ◽  
Adult Participants ◽  
And Mathematics ◽  
The Impact

Recent literature has revealed underestimation effects in numerical judgments when adult participants are presented with emotional stimuli (as opposed to neutral). Whether these numerical biases emerge early in development however, or instead reflect overt, learned responses to emotional stimuli across development are unclear. Moreover, reported links between numerical acuity and mathematics achievement point to the importance of exploring how numerical approximation abilities in childhood may be influenced in real-world affective contexts. In this study, children (aged 6-10 years) and adults were presented with happy and neutral facial stimuli in the context of a numerical bisection task. Results reveal that children, like adults, underestimate number following emotional (i.e., happy) faces (relative to neutral). However, children’s, but not adult’s, responses were also significantly more precise following emotional stimuli. In a second experiment, adult judgments revealed a similar increase in precision following emotional stimuli when numerical discriminations were more challenging (involving larger sets). Together, results are the first to reveal children, like adults, underestimate number in the context of emotional stimuli and this underestimation bias is accompanied with enhanced response precision.

scholarly journals EXPLORING STUDENTS’ METACOGNITIVE REGULATION SKILLS AND MATHEMATICS ACHIEVEMENT IN IMPLEMENTATION OF 21ST CENTURY LEARNING IN MALAYSIA

2020 ◽  
Vol 78 (3) ◽  
pp. 314-327
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
21St Century ◽  
Mathematics Learning ◽  
21St Century Learning ◽  
Metacognitive Regulation ◽  
Curriculum Transformation ◽  
And Mathematics ◽  
The Impact ◽  
School Standard

21st-century learning is integral to the transformation of the curriculum in Malaysia with the transition from School Integrated Curriculum (SIC) to School Standard Curriculum (SSC) introduced around 2014. During this time, the implementation of 21st-century learning was acceptable and very rewarding. However, the impact of implementation on students' skills, abilities, potentials and achievements should be looked at to ensure that the new curriculum is stable and practical to continue. There is a need to discuss the level of metacognitive regulation skills and students’ achievement in line with the introduction and implementation of 21st-century learning in the context of the Malaysian curriculum. Therefore, this research was conducted to examine whether the implementation of 21st-century learning has an impact on metacognitive regulation skills and student achievement. This quantitative survey was conducted by 201 Form 2 students from four secondary schools in Pasir Gudang District, Johor, Malaysia. The results show that the level of students' metacognitive regulation skills and the level of achievement in mathematics is moderate. Correlation analysis also showed there was a significant correlation between metacognitive regulation skills and student achievement. The implications from this research suggest that stakeholders including ministries, curriculum developers, education departments and teachers need to take initiatives to strengthen and improve the reputation of curriculum transformation in line with the 21st-century learning era in producing quality education. Keywords: curriculum transformation, mathematics learning, metacognitive regulation skills, students’ achievement, 21st-century learning.

Personal and Family Factors as Predictors of Pupils' Mathematics Achievement

2007 ◽  
Vol 101 (1) ◽  
pp. 259-269 ◽  
Author(s):  
Bader O. Alomar
Keyword(s):  
Mathematics Achievement ◽  
Parental Involvement ◽  
Parental Education ◽  
Fourth Graders ◽  
Mathematical Achievement ◽  
Family Factors ◽  
Personal Variables ◽  
Direct Association ◽  
And Mathematics ◽  
Family Variables

This study examined personal and family factors in prediction of mathematics achievement by Kuwaiti fourth graders (395 boys, 501 girls; M age= 10.0 yr., SD=8.0 mo.). Personal variables included sex, total achievement, perception of parental involvement, pupil's attitude towards school, and mathematics achievement. Family variables included parental education and parental involvement, views of school, and income. The data had good fit with the suggested model. Analysis showed variables which had significant direct association with mathematics achievement were total achievement and sex. Parental education, pupil's sex, and attitude towards school had significant indirect associations with mathematical achievement. Associations were direct for boys and indirect for girls on mathematics achievement, so sex had minimal total effects on mathematics achievement.

Investigating the impact of teacher practices and noncognitive factors on mathematics achievement

2019 ◽  
Vol 108 (1) ◽  
pp. 22-45
Author(s):  
Tristan Hann
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Project Based Learning ◽  
School Level ◽  
Self Concept ◽  
Modeling Framework ◽  
International Student Assessment ◽  
And Mathematics ◽  
Noncognitive Factors ◽  
The Impact

It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables, project-based learning, group collaboration, and student-driven curriculum, and two noncognitive factors, mathematics anxiety and mathematics self-concept, utilizing data from the 2012 Programme for International Student Assessment (PISA) United States sample. Findings suggest that mathematics classroom contexts that are student-driven and integrate project-based learning positively impact mathematics achievement, and that both mathematics anxiety and mathematics self-concept contribute significantly towards explaining variation in mathematics achievement after accounting for gender, race, socioeconomic status, truancy, and school-level poverty.

Sign in / Sign up

Export Citation Format

Share Document