ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Commognition and the Van Hiele Theory for Studying Problem-Solving Discourse in Euclidean Geometry Education
Author: Mahlaba, Sfiso C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Problem Solving,Mathematics Instruction,Mastery Learning,Thinking Skills,Learning Processes,Educational Policy,Preservice Teachers,Educational Theories,Discourse Analysis,Correlation,Language Usage,Teacher Education Programs

This article is an advanced theoretical study as a result of a chapter from the first author's PhD study. The aim of the article is to discuss the relationship between commognition and the Van Hiele theory for studying discourse during Euclidean geometry problem-solving. Commognition is a theoretical framework that can be used in mathematics education to explain mathematical thinking through one's discourse during problem-solving. Commognition uses four elements that characterise mathematical discourse and the difference between ritualistic and explorative discourses to explain how one displays mastery of mathematical problem-solving. On the other hand, the Van Hiele theory characterises five levels of geometrical thinking during one's geometry learning and development. These five levels are fixed and mastery of one level leads to the next, and there is no success in the next level without mastering the previous level. However, for the purpose of the Curriculum and Assessment Policy Statement (CAPS) we only focused on the first four Van Hiele levels. Findings from this theoretical review revealed that progress in the Van Hiele levels of geometrical thinking depends mainly on the discourse participation of the preservice teachers when solving geometry problems. In particular, an explorative discourse is required for the development in these four levels of geometrical thinking as compared to a ritualistic discourse participation.
Language and Multilingualism in the Teaching and Learning of Mathematics in South Africa: A Review of Literature in &quot;Pythagoras&quot; from 1994 to 2021
Author: McLachlan, Kathryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Language of Instruction,Multilingualism,Mathematics Education,Periodicals,Research Reports,Second Language Learning,English (Second Language),Indo European Languages,Official Languages,African Languages,Social Change,Racial Segregation,Language Planning,Educational Research,Language Usage,Native Language,Teaching Methods,Educational Policy,Learning Processes,Foreign Countries,Learning Problems,Elementary Secondary Education

This article presents a systematic review of research on language and multilingualism in mathematics education published in the South African journal Pythagoras from 1994 to 2021. This time frame was chosen as the year 1994 marked the acknowledgement of 11 official languages in the new democratic South Africa (including 9 indigenous languages), compared to only Afrikaans and English during the apartheid era. The review considers emergent themes in the included articles and examines what the articles reveal about mathematics education in South Africa. In addition to other findings, our corpus of literature indicates that research in this field of mathematics has been mostly undertaken in under-resourced schools and that research under the theme of multilingual education is at the forefront of research in South African mathematics education, while research on language policy needs more attention. Research on multilingual education in our corpus of literature also reveals great awareness of the value of seeing language as a resource, as well as the benefits that accrue when learners' home languages are taken into account in mathematics teaching and learning. The gaps in research in the field of language and multilingualism in the teaching and learning of mathematics are also noted and recommendations for future research are made.
Examination of the Relationship between Phubbing and Continuous Anger and Anger Expression Styles in Adults
Author: Nedim Bal, Pervin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Psychological Patterns,Affective Behavior,Handheld Devices,Antisocial Behavior,Emotional Response

This research examines the relationship between phubbing (sociotelism) and continuous anger and anger expression styles. In addition, it aims to search whether there is a significant difference between phubbing and continuous anger and anger expression styles according to some demographic information of the sample. This research is a quantitative study and a relational survey model was used. This study was conducted on an online platform on 303 people, 188 female and 115 male men, between the ages of 18-64 living in Turkey. Demographic information form, phubbing scale, continuous anger and anger expression scales were used in this study. In the data analysis, Pearson correlation coefficient, independent groups t-test, Anova and post-hoc test were used. According to the findings, it is seen that there is a significant correlation between phubbing and continuous anger and anger expression styles. At the same time, analyzes were made with the demographic information obtained from the sample and some findings were found. As a result of the literature review, not many studies were found about these two variables in Turkey. No research has been studied these variables together; from this aspect, the research is important for the literature. This study was expected to be a guiding study for the future researches. However, it is thought that the results of this research will provide perspective when working in mental health, especially in the field of smartphone and anger in clinical applications.
The Effect of Critical Thinking Course Carry out with Distance Education on Critical Thinking Skills and Dispositions
Author: Temel, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Critical Thinking,Thinking Skills,Distance Education,Electronic Learning,Course Content,Student Attitudes,Measures (Individuals),Outcomes of Education,Skill Development

The purpose of this study is to examine the effects of a distance learning course in critical thinking on the critical thinking skills and dispositions of university students. The diversification model was adopted in the study, which was carried out in line with the mixed research method, which combines the results of the data obtained by collecting both quantitative and qualitative data and allows comparisons to be made. The data of the study conducted with 30 senior university students were obtained with the &quot;California Critical Thinking Disposition Scale&quot; and open-ended questions about &quot;What is critical thinking&quot; and &quot;Why is critical thinking important&quot;. Parametric and non-parametric analysis methods were used in the analysis of the quantitative data obtained from the data collection tools that were transferred to the online environment and applied to the participants before and after the critical thinking course. The content analysis method was used to analyze qualitative data gathered via open-ended questions. As a result of the analyses conducted, it was determined that there was a significant difference between the pre-test and post-test in terms of the participants' critical thinking dispositions. It was determined that there were no significant gender or departmental differences in the participants' critical thinking dispositions. As a result of the content analysis carried out within the framework of open-ended questions, it was determined that there were differences in the views of senior university students towards critical thinking before and after the critical thinking course. Within the framework of the results, it was suggested that more activities and practices for critical thinking should be included in undergraduate courses.
Measurement of Mathematics Anxiety in an Israeli Adult Population
Author: Batashvili, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Mathematics Anxiety,Anxiety,Rating Scales,Gender Differences,Measures (Individuals)

Maths anxiety is common and refers to feelings of anxiety, fear and other negative emotions and thoughts in individuals when confronted with mathematical tasks or numerical information. Self-report measures of maths anxiety have been created, but the majority are in English and are not culturally relevant to all countries. This study aimed to translate and validate existing measures for future use in Hebrew-speaking adult populations. The Mathematics Anxiety Scale -- UK (MAS-UK) was translated to Hebrew and adult participants completed it alongside the Mathematics Anxiety Rating Scale -- Revised (MARS-R) and a general anxiety measure. Factor structures were explored for both the translated MAS-UK and a Hebrew version of the MARS-R, as well as being checked for reliability and convergent and discriminant validity. Results from a final sample of 213 participants, indicated the shortened, Hebrew version of the MAS-UK and the MARS-R are internally consistent and suitable for use in future maths anxiety research in adult Israeli populations. Findings regarding sex differences in maths anxiety are also discussed.
Biased Problem Distributions in Assignments Parallel Those in Textbooks: Evidence from Fraction and Decimal Arithmetic
Author: Tian, Jing
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Instruction,Textbooks,Textbook Bias,Content Analysis,Fractions,Arithmetic,Mathematics Skills,Problem Solving,Assignments,Elementary School Students

Imbalances in problem distributions in math textbooks have been hypothesized to influence students' performance. This hypothesis, however, rests on the assumption that textbook problems are representative of the problems that students encounter in classroom assignments. This assumption might not be true, because teachers do not present all problems in textbooks and because teachers present problems from sources other than textbooks. To test whether distributions of problems that students encounter parallel distributions of textbook problems, we analyzed fraction and decimal arithmetic problems assigned by 14 teachers over an entire school year. Five of the six documented biases in textbook problem distributions were also present in the classroom assignments. Moreover, the same biases were present in 16 of the 18 combinations of bias and grade level (4th, 5th, and 6th grade) that were examined in assignments and textbooks. Theoretical and educational implications of these findings are discussed.
Children&apos;s Mixed-Rounding Strategy Use in Computational Estimation
Author: Poloczek, Sebastian
Date: 2022-00-00
Type: Journal Articles
Subjects: Children,Learning Strategies,Mathematics Skills,Computation,Thinking Skills,Number Concepts,Addition,Problem Solving,Elementary School Students,Grade 4,Foreign Countries

Being able to perform computational estimations efficiently is an important skill. Furthermore, computational estimation experiments are used to study general principles in strategy development. Rounding strategies are common in computational estimation. However, little is known about whether and when children use a mixed-rounding strategy (i.e., both rounding up and down in one estimation) and how demanding this is in comparison to only rounding-down or only rounding-up. Therefore, we systematically varied the size of unit digits (i.e., the rightmost digit in a whole number) in 72 addition problems. These estimation problems were presented to fourth graders. Most children preferred to use mixed-rounding on mixed-unit problems and therefore adjusted their strategy choice to the individual unit digits in a calculation. Additionally, the sum of units barely influenced children's strategy choice. On mixed-rounding calculations, the proportion of best strategy use was comparable to that of rounding-up and the latencies to produce an estimate with mixed-rounding were between those for rounding-down and rounding-up. Therefore, the mixed-rounding strategy was in the difficulty range of the two more frequently studied rounding strategies; it was also the preferred strategy for mixed-unit problems by children who adapted their estimation strategies. Based on these findings we argue that research into strategy development with estimation tasks should also include mixed-rounding to improve ecological validity
Depression Induced Quantity Estimation Bias Manifests Only under Time Constraints
Author: White, Madeline R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Cognitive Style,Computation,Bias,Cognitive Processes,Number Concepts,Mathematics Skills,Theories,Measures (Individuals),Reaction Time,Scores,College Students

Here, we assess whether quantity representations are influenced by the perceptual biases hypothesized to manifest in depressive individuals. In contrast to this clinical model, several prominent models of numerical cognition assume that quantity representations are abstract, and therefore are independent of the items that are being quantified. If this is the case, then the depression induced perceptual biases should not manifest with respect to the perception of quantity. We tested these predictions in two experiments in which we presented participants with a number-line with a tick mark that indicated the time until a positive, neutral, or negative event. The participant's task was to estimate the quantity of time indicated by the tick mark. In both experiments, we assessed participants' BDI-II score. To assess the role of controlled, strategic processing on the manifestation of these biases, we manipulated the amount of time that participants were able to study the number-line prior to responding. In Experiment 1, we attempted to motivate participants to respond quickly voluntarily. The results revealed no influence of time pressure on participants' RTs, nor any relation between quantity bias and depression. In Experiment 2, we restricted the amount of time participants could spend viewing the number-line. The results revealed estimation biases consistent with the perceptual biases predicted by Beck's cognitive theory of depression for the short presentation times. These findings (1) confirm that level of depression is linked to the predicted perceptual biases of quantity and (2) implicate controlled processing in the masking of perceptual bias.
Guiding Students&apos; Attention towards Multiplicative Relations around Them: A Classroom Intervention
Author: Määttä, Saku
Date: 2022-00-00
Type: Journal Articles
Subjects: Attention,Intervention,Elementary School Students,Grade 4,Fractions,Mathematics Education,Knowledge Level,Foreign Countries

Learning fractions poses a challenge for many elementary school students, including applying fraction knowledge in novel contexts. For instance, there are substantial individual differences in students' tendency of spontaneous focusing on quantitative relations (SFOR), which is related to the development of rational number knowledge. In this study, 4th grade students (N = 129) took part in a quasi-experimental study comparing an intervention condition (n = 71) aimed at improving students' multiplicative relational reasoning and fraction knowledge with a control condition (n = 58) of business as usual fraction instruction. Five lessons of intervention activities were designed to promote students ability to recognize and describe multiplicative relations in their everyday surroundings. There was an overall positive effect on the students' mathematical knowledge. Students who participated in the intervention improved their ability to recognize and describe multiplicative relations embedded in pictures representing everyday situations. There were no significant differences in the development of fraction knowledge despite replacing five traditional fraction lessons. These findings provide further evidence that researchers and educators should continue to pay attention to issues surrounding students' spontaneous mathematical focusing tendencies.
Improving Mathematics Performance in 7-Year-Old Children: Training the Mapping from Estimated Quantities to Arabic Digits
Author: Ferres-Forga, Nuria
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Thinking Skills,Mathematics Skills,Computer Assisted Instruction,Mathematics Instruction,Numbers,Elementary School Students,Grade 2,Foreign Countries,Computation

Exact arithmetic abilities require symbolic numerals, which constitute a precise representation of quantities, such as the Arabic digits. Numerical thinking, however, also engages an intuitive non-linguistic number sense, the Approximate Number System (ANS). The ANS allows us to discriminate quantities, approximate arithmetic transformations, and estimate quantities, all without counting individual items. Although the ANS does not require language, estimations made by means of the ANS can be expressed with number words or Arabic digits. A connection between the ANS and school math performance has been established. A child's accuracy in mapping from approximate quantities to Arabic digits is associated with children's symbolic math abilities and can also predict their success at learning new arithmetic skills. Here, we explore whether directly training the mapping between estimated quantities and Arabic digits transfers to better math proficiency. The control training was based on discriminating quantity representations, without involving digits. Each of these three-week computer-based trainings were added to the school schedule. We measured improvements in approximate and exact arithmetic after training. Both the experimental and the control group improved in approximate arithmetic performance. However, in exact arithmetic, results show that strengthening the digit-quantity relation improved the 7-year-olds' competence in symbolic additions and subtractions over and above the improvement measured in the control group. Our results speak to the complexity of the factors involved in developing mathematical abilities, making the case that training the mapping from estimated quantities to digits can be particularly effective in improving children's mathematical performance.
Linking Quantities and Symbols in Early Numeracy Learning
Author: LeFevre, Jo-Anne
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,Mathematics Skills,Numbers,Number Concepts,Kindergarten,Young Children,Foreign Countries,Reaction Time,Thinking Skills,Verbal Ability,Nonverbal Ability,Emergent Literacy

What is the foundational knowledge that children rely on to provide meaning as they construct an exact symbolic number system? People and animals can quickly and accurately distinguish small exact quantities (i.e., 1 to 3). One possibility is that children's ability to map small quantities to spoken number words supports their developing exact number system. To test this hypothesis, it is important to have valid and reliable measures of the efficiency of quantity-number word mapping. In the present study, we explored the reliability and validity of a measure for assessing the efficiency of mapping between small quantities and number words--speeded naming of quantity. Study 1 (N = 128) with 5- and 6-year-old children and Study 2 (N = 182) with 3- and 4-year-old children show that the speeded naming of quantities is a simple and reliable measure that is correlated with individual differences in children's developing numeracy knowledge. This measure could provide a useful tool for testing comprehensive theories of how children develop their symbolic number representations.
Predictors of Middle School Students&apos; Growth in Symbolic Number Comparison Performance
Author: Pollack, Courtney
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Mathematics Skills,Number Concepts,Symbols (Mathematics),Cognitive Processes,Executive Function,Middle School Students

The ability to efficiently compare number symbols, such as digits, is associated with mathematics competence across the lifespan. Performance on symbolic number comparison tasks differ across age groups; young students who are developing fluency with digits improve on symbolic number comparison, and performance is better in adults than children. However, whether this improvement continues for older students who are fluent with number symbols, and what cognitive factors relate to this improvement, is unknown. This study used a longitudinal sample of U.S. middle school students (n = 394) to examine whether symbolic number comparison performance changes over middle school (i.e., students aged 11-14), whether there are individual differences in students' rate of change, and potential predictors of that change. Students completed measures of single-digit symbolic number comparison, nonsymbolic number comparison, executive function (EF), and mathematics competence in Grade 5 (M = 11.02 years; SD = 0.32), and double-digit symbolic number comparison in Grades 6-8. Results showed that, on average, students' symbolic number comparison performance improved from Grades 6-8. Grade 5 Symbolic number comparison performance predicted Grade 8 symbolic number comparison and rate of change over Grades 6-8. Grade 5 nonsymbolic number comparison, EF, and mathematics competence predicted Grade 8 symbolic number comparison performance. Results suggest that numerical magnitude processing, executive functions, and mathematics competence are related to symbolic number processing well into middle school, and that students continue to refine their ability to process number symbols into adolescence.
The Unique Role of Spatial Working Memory for Mathematics Performance
Author: Silverman, Sarit
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Short Term Memory,Spatial Ability,Visual Perception,Verbal Communication,Predictor Variables,Mathematics Skills,Undergraduate Students,Foreign Countries

We explored the multi-dimensionality of mathematics and working memory (WM) by examining the differential relationships between different areas of mathematics with visual, spatial, and verbal WM. Previous research proposed that visuospatial WM is a unique predictor of mathematics, but neuroimaging and cognitive research suggest divisions within visuospatial WM. We created a new WM task to isolate visuospatial WM's visual and spatial components and maintained consistent design across tasks and found that spatial WM predicted mathematics and visual WM did not. We also found that verbal WM predicted all mathematics areas included, while spatial WM was a unique predictor of numerical understanding and geometry, not arithmetic and estimation. These findings integrate previous neuroimaging, cognitive and educational psychology research and further our understanding of the relationship between WM and mathematics.