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Cho, Kit W. – Educational Psychology, 2021
The present study focuses on creating a more pleasurable learning experience for students learning maths. Participants completed two lists of maths problems, a short list of only difficult maths problems and an extended list with both difficult maths problems and moderately difficult maths problems, placed in the beginning, end, or both beginning…
Descriptors: Mathematics Instruction, Learning Experience, Teaching Methods, Prediction
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Legette, Kamilah B.; Kurtz-Costes, Beth – Educational Psychology, 2021
Self-perception of academic competence is a strong predictor of students' achievement striving. We examined adolescents' beliefs about their math teachers' perceptions of students (reflected classroom appraisals) and math track placement as subtle sources of information that might influence students' math self-concept. Sixth graders (n = 322; 72%…
Descriptors: Self Concept, Academic Ability, Predictor Variables, Mathematics Achievement
Hayward, Craig – RP Group, 2021
In this paper the author investigates how the one-year math throughput rate of community college students varies according to the highest level of math completed in high school, with a particular focus on the implications of successfully completing Algebra 2 while in high school. Community college math throughput rates for students with different…
Descriptors: Mathematics Instruction, Two Year College Students, Algebra, Community Colleges
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Tomasetto, Carlo; Morsanyi, Kinga; Guardabassi, Veronica; O'Connor, Patrick A. – Journal of Educational Psychology, 2021
Whereas some evidence exists that math anxiety may interfere with math performance from the very beginning of primary school, no study to date has attempted to investigate whether math anxiety may also interfere with early math learning (i.e., the encoding of new math knowledge) and not only with recalling already mastered contents in test…
Descriptors: Foreign Countries, Mathematics Anxiety, Elementary School Students, Interference (Learning)
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Erbeli, Florina; Shi, Qinxin; Campbell, Aaron R.; Hart, Sara A.; Woltering, Steven – Developmental Science, 2021
Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at-risk children…
Descriptors: Reading Achievement, Mathematics Achievement, Elementary School Students, At Risk Students
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Callahan, Rebecca M.; Humphries, Melissa; Buontempo, Jenny – International Multilingual Research Journal, 2021
Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem-solving requires linguistic proficiency. Too often, English learners' (ELs) relatively low math performance is dismissed due to their supposed "limited" English proficiency. Taking this perspective, a constructivist…
Descriptors: High School Students, English Language Learners, Mathematics Instruction, Constructivism (Learning)
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Abreu-Mendoza, Roberto A.; Pincus, Melanie; Chamorro, Yaira; Jolles, Dietsje; Matute, Esmeralda; Rosenberg-Lee, Miriam – Developmental Science, 2022
Mathematical cognition requires coordinated activity across multiple brain regions, leading to the emergence of resting-state functional connectivity as a method for studying the neural basis of differences in mathematical achievement. Hyper-connectivity of the intraparietal sulcus (IPS), a key locus of mathematical and numerical processing, has…
Descriptors: Brain Hemisphere Functions, Mathematics Achievement, Secondary School Students, Cognitive Processes
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Pollard, Dawn; Birdsall, Sally – set: Research Information for Teachers, 2021
Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one's capacity to do maths is static and cannot be changed. All these aspects are…
Descriptors: Mathematics Instruction, Positive Attitudes, Negative Attitudes, Mathematics Skills
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David, Virginia; Tigchelaar, Magda; Protacio, Selena; Piazza, Susan V. – Kappa Delta Pi Record, 2022
Even in math class, English learners can work on their oral language development. The math tasks described here, designed for K-3, illustrate how.
Descriptors: Mathematics Activities, Oral Language, English Language Learners, Mathematics Education
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Lu, Yaheng; Li, Qian; Patrick, Helen; Mantzicopoulos, Panayota – Journal of Experimental Education, 2021
We report on the construction and validation of the Young Children's Math Anxiety Scale (YCMAX), a developmentally appropriate measure of math anxiety intended for kindergarten students. We administered the YCMAX to a sample of public school kindergarteners (N = 355) and conducted factor analyses to examine its structure. A two-factor solution…
Descriptors: Test Construction, Mathematics Anxiety, Young Children, Kindergarten
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Wu, Jiawen; Barger, Michael M.; Oh, Dajung; Pomerantz, Eva M. – Child Development, 2022
This research examined parents' involvement in children's math homework and activities. During 2017 to 2019, American parents (N = 483; 80% mothers; 67% white) of young elementary school children (M[subscript age] = 7.47 years; 50% girls) reported on their math helping self-efficacy; they also reported on their involvement in children's math…
Descriptors: Parent Participation, Mathematics Education, Homework, Mathematics Activities
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McGuire, Patrick; Himot, Breanna; Clayton, Grant; Yoo, Monica; Logue, Mary Ellin – Early Childhood Education Journal, 2021
This paper outlines the development and implementation of a ten-week micro-curriculum, "Booked on Math," designed to introduce preschool children to foundational mathematics concepts through interactive read-alouds. The "Booked on Math" curricula includes ten book readings and associated inquiry-based lesson plans. "Booked…
Descriptors: Mathematics Instruction, Mathematical Concepts, Interaction, Reading Aloud to Others
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Wang, Min; Walkington, Candace; Dhingra, Koshi – Mathematics Teacher: Learning and Teaching PK-12, 2021
A math walk is a planned walk during which students talk about mathematical concepts embedded in their everyday environments. The walk is based on relatively permanent objects or locations, such as trees, artworks, playground equipment, and building elements, and can be shared with the broader school community in a variety of different ways. In…
Descriptors: Mathematics Instruction, Mathematical Concepts, Elementary School Students, Concept Formation
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Ibourk, Amal; Hughes, Roxanne; Mathis, Clausell – Journal of Research in Science Teaching, 2022
Science, technology, engineering, and mathematics (STEM) identity has become a popular lens in science education research. However, few studies have looked at how using the interpersonal, structural, cultural, and disciplinary domains of power sheds light on how women of color differently navigate the various cultures of formal and informal…
Descriptors: Identification (Psychology), Self Concept, Science Education, Mathematics Education
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Wang, Lu – Journal of Research and Advances in Mathematics Education, 2021
Prior research showed a gender effect on spatial ability, math anxiety, and math achievement. Lacking, however, is a comprehensive study that tested the mediation effects of spatial ability and math anxiety between gender and math achievement in a sequential mediation model. To fill this gap, this pilot study tested two mediation relationships,…
Descriptors: Spatial Ability, Mathematics Anxiety, Mathematics Achievement, Gender Differences
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