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Descriptors:
Self Efficacy; Social Sciences; Males; Effect Size; Gender Differences; Meta Analysis; Language Arts; Mathematics Skills; Age Differences; Research Needs; Longitudinal Studies; Incidence; Computer Literacy

Abstract:
A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade Point Average; Outcome Measures; Video Games; Effect Size; Academic Achievement; Case Studies; Aggression; Spatial Ability; Mathematics Skills; Violence; Hispanic Americans; Adolescents; Preadolescents; Age Differences; Correlation; Visual Perception

Abstract:
The United States Supreme Court's recent decision relating to violent video games revealed divisions within the scientific community about the potential for negative effects of such games as well as the need for more, higher quality research. Scholars also have debated the potential for violent games to have positive effects such as on visuospatial cognition or math ability. The current study sought to extend previous literature by using well-validated clinical outcome measures for relevant constructs, which have generally been lacking in past research. Cross-section data on aggression, visuospatial cognition, and math achievement were available for a sample of 333 (51.7% female) mostly Hispanic youth (mean age = 12.76). Prospective 1-year data on aggression and school GPA were available for 143 (46.2% female) of those youth. Results from both sets of analysis revealed that exposure to violent game had neither short-term nor long-term predictive influences on either positive or negative outcomes. A developmental analysis of the cross-sectional data revealed that results did not differ across age categories of older children, preadolescents or adolescents. Analysis of effect sizes largely ruled out Type II error as a possible explanation for null results. Suggestions for new directions in the field of video game research are proffered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; State Standards; Mathematics Skills; Mathematics Instruction; Elementary Secondary Education; Academic Standards; Mathematics Tests; Outcomes of Education; Mathematics Teachers; Evidence; Intervention; Basic Skills; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students

Abstract:
The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Arithmetic; Numeracy; Mathematics Skills; Training Methods; Preschool Children; Factor Structure; Early Childhood Education; Numbers; Number Concepts; Computation; Mathematics; Factor Analysis; Scores; Comparative Analysis; Correlation; Intervention

Abstract:
Validating the structure of informal numeracy skills is critical to understanding the developmental trajectories of mathematics skills at early ages; however, little research has been devoted to construct evaluation of the Numbering, Relations, and Arithmetic Operations domains. This study was designed to address this knowledge gap by examining the structure of these three numeracy skill domains and examining the relations among these domains. Three hundred ninety-three children participated in the study (51.7% girls, 55.7% White, 33.8% African American, and 10.5% other). Results indicated that the relations among the informal numeracy skills were best explained by a three-factor model that included Numbering, Relations, and Arithmetic Operations factors, and this factor structure was the same in both younger and older preschool children. (Contains 9 tables, 1 figure, and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Individual Characteristics; Language Skills; Class Size; College Freshmen; Remedial Instruction; Influences; Mathematics Skills; Foreign Countries; Gender Differences; Teacher Characteristics; Age Differences; College Faculty

Abstract:
In this paper, we analyze class size effects on college students exploiting data from a project offering special remedial courses in mathematics and language skills to freshmen enrolled at an Italian medium-sized public university. To estimate the effects of class size, we exploit the fact that students and teachers are virtually randomly assigned to teaching classes of different sizes. From our analysis, it emerges that controlling for a number of individual characteristics, larger classes determine a significant and sizeable negative effect on student performance in mathematics. Importantly, this negative effect is significantly larger for low-ability students and negligible for high-ability ones. On the other hand, class size effects do not appear to be relevant for student achievement in language skills. (Contains 2 figures, 5 tables, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Immigrants; Elementary School Students; Minority Group Students; Foreign Countries; Longitudinal Studies; Disadvantaged; Asians; Latin Americans; Cognitive Ability; Mathematics Skills; Academic Ability; Language Aptitude

Abstract:
We consider the relative academic achievement in primary school of second-generation immigrant children in the UK. The education progress of these groups of children is of historical interest and is also relevant to the policy debate today, since ethnic minority students in England continue to have lower levels of achievement in primary school, though they go on to catch up with their white counterparts in secondary school. We use rich data for a cohort born in 1970 and find that children born to South Asian or Afro-Caribbean parents have significantly lower levels of cognitive achievement in both mathematics and language in primary school. Our analysis also reveals that the negative impact from being born to South Asian parents decreases during primary school, while the negative effect from being born to Afro-Caribbean parents remains approximately stable. Hence, our evidence shows that even as long ago as the late 1970s, while most ethnic minority groups had lower academic achievement in primary school, some groups of ethnic minority pupils, namely those from South Asia, were showing signs of "catch-up". (Contains 11 tables, 4 figures, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mathematics Curriculum; Foreign Countries; Community Schools; Rural Areas; Indigenous Populations; Mathematics Skills; Interviews; Mathematical Concepts; Knowledge Level

Abstract:
It is widely accepted that mathematical learning builds upon students' prior knowledge and understandings, and their identities. In this study, this phenomenon is explored with indigenous students in remote community schools in outback Australia. Through one-on-one task-based interviews, it was found that these students had some clear understandings of the measurement concepts involved, although these understandings were often idiosyncratic to these students in this context. The task-based one-on-one interview gave better insights into students' knowledge than the written form of the National Assessment Program-Literacy and Numeracy assessment. Nevertheless, the students' conceptions provide a useful basis upon which to build subsequent knowledge, understanding and skills in the forms required by the formal mathematics curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Elementary School Students; Mathematics Instruction; Mathematical Logic; Grade 6; Validity; Elementary School Mathematics; Persuasive Discourse; Mathematics Skills; Questionnaires

Abstract:
Research and classroom experience reveal that the construction of mathematical proofs is difficult for all students. While many contemporary mathematics curricula recognize the importance of teaching reasoning and proof, in Greece these concepts are introduced at the secondary education level. In this study, we will attempt to investigate a group of 19 grade 6 elementary school students' ability to reason logically, to justify an argument, and to prove mathematical conjectures. The results of this study indicate that, even though the process of justification is difficult for students, they were able to demonstrate skills related to mathematical proof. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Instruction; Mathematics Skills; Class Activities; Mathematics Activities; Worksheets; Lesson Plans; Instructional Materials; Visual Aids; Teaching Guides; Glossaries; Academic Standards; Relevance (Education); Grade 7; Grade 8; Measurement; Geometry; Grade 6; Geometric Concepts

Abstract:
"Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math activities to help students become successful in the classroom and in real-world situations outside of school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (3693K)

Descriptors:
Elementary School Students; Peer Teaching; Elementary School Mathematics; Learning Strategies; Mathematics Achievement; Mathematics Skills; Educational Improvement; Video Technology; Elementary Education; Curriculum Enrichment; Tutoring; Evidence; Outcome Measures; Program Evaluation

Abstract:
"Peer-Assisted Learning Strategies" is a peer-tutoring program for grades K-6 that aims to improve student proficiency in math and other disciplines. This report focuses on "Peer-Assisted Learning Strategies" for math. The math program supplements students' existing math curriculum and is based on peer-mediated instruction, a process whereby students work in pairs or small groups to tutor each other. During tutoring sessions, students work together on worksheets that target specific math skills, with one student designated to correct his or her partner's errors, award points for correct responses, and provide consistent encouragement and feedback. The program uses videos and teacher-provided scripted instruction to train students to engage in peer tutoring. Developers recommend that students participate in peer-tutoring sessions two to three times a week for approximately 30 minutes per session. The What Works Clearinghouse (WWC) identified 13 studies that investigated the effects of "Peer-Assisted Learning Strategies" on the math performance of elementary school students. The WWC reviewed all of those studies against group design evidence standards. One study (Fuchs, Fuchs, Yazdian, & Powell, 2002) is a randomized controlled trial that meets WWC evidence standards without reservations. The study is summarized in this report. Four studies do not meet WWC evidence standards. The remaining eight studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Fuchs et al. (2002); (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 4 tables and 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (310K)