ethanporcaro/eric-fulltext-meta huggingface dataset:
An Instructional Design for the Improvement of Counting Skills in 3-Year-Old Children
Author: Carbonell-Jornet, Aida
Date: 2022-01-00
Type: Journal Articles
Subjects: Computation,Mathematics Skills,Preschool Children,Preschool Education,Intervention,Program Effectiveness,Skill Development,Age Differences,Foreign Countries,Instructional Design,Public Schools,Visual Aids

The aim of this pre-experimental study is to evaluate the acquisition level of counting skills of a 3-year-old classroom made up of 14 children through a specific instructional design. To this end, an instructional proposal to improve these mathematical skills was designed. Before and after the intervention, we measured the students' level regarding counting skills through an evaluation of their counting abilities. The results indicate that the designed intervention increased the acquisition level of skills related to counting principles, constituting an effective instrument to enhance counting skills for 3-year-old children. In particular, after the intervention children improved significantly in skills related to the one-to-one correspondence principle and the order-irrelevance principle, both showing a large effect size in their observed differences. The cardinality principle, stable-order principle and abstraction principle also showed gains, but the differences were found to be statistically nonsignificant. Finally, the role of the age of the participants was also analyzed in relation to their acquired counting skills, indicating that children in the older age range improved their counting skills more than children in the younger group.
Can Music Support Calculation Skills? A Pilot Study Using Electrophysiological Measures
Author: Korkmaz, Nurdan
Date: 2022-01-00
Type: Journal Articles
Subjects: Music,Mathematics Instruction,Elementary School Students,Addition,Subtraction,Teaching Methods,Grade 3,Learning Problems,Mathematics Curriculum,Singing,Diagnostic Tests,Brain Hemisphere Functions,Computer Software,Cognitive Processes,Foreign Countries,Instructional Effectiveness,Computation

The purpose of this study is to electrophysiologically assess the effect of an individualized education program supported with musical activities on the success of primary school students with computational difficulties. A mixed-methods design consisting of qualitative and quantitative methods was employed as the research model. The research group consists of four students with mild special learning difficulties and learning difficulties in mathematics, among the students attending the third and fourth grades at a primary school in Kütahya city center. By examining the primary school mathematics curriculum, 12 mental processing gains were identified for addition and subtraction, one of the third-grade mental processing gains. An assessment form, training module, and math songs were prepared in line with these acquisitions. An assessment form was applied to the participants as a pre-test and post-test to determine the effect of the training module and math songs on the students' success. Additionally, electroencephalogram (EEG) of the participants were recorded before and after the training module, and math songs were applied for 12 weeks. During the EEG recordings, 10 questions were asked to the participants that would enable them to make mental operations. The power densities of the EEG data were calculated using the Welch method in the MATLAB. To analyze the qualitative data of the research, descriptive analysis technique was used. As a result of the study, when the effects of the evaluation form of the participants' mental processing skills were examined, it was seen that the training module and math songs positively affected the mental processing skills of the students. In addition, it has been shown that the prepared training module and math songs increase the success of the participants, supported by electrophysiological evaluations.
Examination of Home-Based Number and Operation Training Program on Early Mathematics Ability and Mother-Child Relationship
Author: Akinci-Cosgun, Aysegül
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Mathematics Education,Parent Child Relationship,Mothers,Home Visits,Mathematics Skills,Mathematics Instruction,Instructional Effectiveness,Mathematics Achievement,Number Concepts,Educational Games,Scores,Mother Attitudes

This study aims to examine the effect of the &quot;Number and Operation Training Program&quot; on early mathematics ability and mother-child relationship at home. In an experimental design, pre-test, post-test, permanence test were used with control groups. A total of 21 children and their mothers participated in the research; consisting of 13 children in the experimental group and 8 children in the control group in the Aksaray province (in Turkey). Personal Information Form, Early Mathematics Ability Test-3, Child-Parent Relationship Scale and Mother Interview Form were used as data collection tools. The training program had been implemented for 13 weeks prior to the data collection. The study found that the training program increased children's scores on early mathematics ability and the positive relationship with their mothers. Mothers stated that the most important contributions of the training program to their children were &quot;recognizing numbers, learning numbers, learning geometric shapes, knowing the total number of objects displayed in the group, learning new games and playing games with family members&quot;. They also stated that the most important gains for them were &quot;better relationship and quality time with their children and increased use of mathematics in daily life&quot;.
Elementary Students&apos; Exploration of the Structure of a Word Problem Using Representations
Author: Lee, Ji-Eun
Date: 2022-01-00
Type: Journal Articles
Subjects: Elementary School Students,Mathematics Education,Word Problems (Mathematics),Grade 3,Problem Solving,Private Schools,Protocol Analysis

Word problems are frequently used in school mathematics to offer students the opportunity to explore mathematical relationships and structure. However, previous studies have reported that word problems are misused or abused in ways that overlook the original intent of exploring mathematical structure and relationship. This study aims to share a series of a small group of third-grade students' explorations while debating the mathematical relationships in solving a word problem with representations over several days. Although the exploration took longer than planned, it was worthwhile. It offered students a space to express confusion, showcase their knowledge, test conjectures, and imagine alternative contexts. Ultimately, these explorations helped students recognize multiple relationships within the context of specific problems while bringing their attention to real-world related applications. The retrospective analysis of class episodes offers insight into learning opportunities to support students in exploring mathematical structure and relationships while discussing and debating the word problem context.
How a Measuring Perspective Influences Pre-Service Teachers&apos; Reasoning about Fractions with Discrete and Continuous Models
Author: Alqahtani, Muteb M.
Date: 2022-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Fractions,Mathematical Concepts,Elementary School Teachers,Elementary School Mathematics,Teacher Education Programs,Models,Measurement,Concept Formation,Methods Courses

How teachers interpret and express fractions critically influences their teaching and their students' fraction knowledge. Internationally, the mathematics education community has been studying ways to enhance preservice elementary teachers' rational number knowledge, particularly fractions. To address the challenge of augmenting pre-service teachers' fraction knowledge warrants theoretical and empirical revisions to standardized practices for teaching fractions. This study investigates how reexamining fractions from a distinctive measuring perspective influences pre-service teachers' reasoning about fractions. For four 75-minute sessions, 46 pre-service teachers enrolled in a teacher preparation program at a university in the United States revisited fractions from a measuring perspective. They engaged in tasks that focused on comparing continuous quantities and identifying relative magnitudes. The data for this study comprise their pre- and post-tests that assessed how they identify and represent fractions with discrete and continuous models. For each model, we analyzed participants' reasoning by attending to their written strategies. Findings revealed three main strategies: partition, construction, and symbolic manipulation. In general, participants expressed more strategies on the post-test for all fraction models. Partitioning was the most frequent strategy on the pre- and post-tests. However, the frequencies of strategies changed after the intervention. For example, with all models, there was an increase in partitioning strategy and a decrease in symbolic manipulation strategy. The results highlight affordances of a measuring perspective to support participants to shift from procedural strategies such as symbolic manipulation to more conceptual strategies to identify and represent fractions.
Investigation of Documentation Processes of Students with Low and High Level of Mathematical Literacy: A Case Study
Author: Ada, Kübra
Date: 2021-00-00
Type: Journal Articles
Subjects: High Achievement,Low Achievement,Mathematics Achievement,Numeracy,Grade 9,Secondary School Students,Learning Processes,Foreign Countries,Educational Resources,Protocol Analysis

The aim of this study is to analyze and compare the documentation processes of students with low and high mathematical literacy levels. To this aim, a qualitative research design was adopted. Participants in this case study consisted of two students studying at the 9th grade who were selected through the criterion sampling method considering the mathematical literacy levels (low and high). The participants were asked to draw and explain a schematic representation of the resource system that they employed in their mathematics learning process. They also completed 30-day mathematics learning diaries, which required them to explain the activities they did and the resources they used. Interviews were scheduled as the secondary data collection tool. Both content analysis and descriptive analysis were used to analyze the data. As a result, differences in resource usage schemes were found in the mathematics learning processes of two the participants. Compare to the student with low mathematical literacy, the objective of the action component of the utilization scheme for the student with high mathematical literacy was determined to be to associate mathematical knowledge with daily-life.
Investigation of the Relationship between Academic Competencies and Social Information Processing of 60-72 Month-Old Children
Author: Senol, Fatma Betül
Date: 2022-01-00
Type: Journal Articles
Subjects: Preschool Children,Competence,Social Cognition,Early Childhood Education,Numeracy,Emergent Literacy,Comprehension,Interpersonal Competence,Emotional Development,Social Development,Communication (Thought Transfer),Psychomotor Skills,Thinking Skills

Starting from the preschool period, children need to grow up as individuals with high academic skills, academic enablers and respond positively to their social situations. Academic skills and academic enablers together constitute academic competence. The positive reaction of children to the problems they face constitutes social information processing. This study aimed to examine the relationship between the academic competencies of 60-72-month-old children and their social information processing. The study was designed with the relational survey method. The study group consisted of 132 children aged 60-72 months with normal development who attend preschool education. The data collection tools of the study are as follows: Personal Information Form, The Social Information Processing Interview--Preschool Version, and Teacher Rating Scales of Early Academic Competence. Spearman's rank-order correlation test was used to evaluate the relationship between the scales. The findings of the study revealed that there is a relationship between the interpretation of cues and response decision, which are subdimensions of the social information processing model, academic skills (numeracy, early literacy, thinking skills, and comprehension) and academic enablers (social-emotional competence, approaches to learning, and communication).
Math Learning in Grade-4 and 5: What Can We Learn Form the Opportunity-Propensity Model?
Author: Desoete, Annemie
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Education,Elementary School Mathematics,Elementary School Students,Grade 4,Grade 5,Learning Processes,Models,Arithmetic,Mathematics Skills,Computation,Accuracy,Predictor Variables,Gender Differences,Learning Motivation,Foreign Countries

Several factors seem important to understand the nature of mathematical learning. Byrnes and Miller combined these factors into the Opportunity-Propensity model. In this study the model was used to predict the number-processing factor and the arithmetic fluency in grade 4 (n = 195) and grade 5 (n = 213). Gender, intelligence and affect (positive affect for arithmetic fluency and negative affect for calculation accuracy) predicted math learning, and pointed to the importance of the propensity factors. We have to be careful not to interpret gender differences, since this is a social construct, our analyses pointed to the relevance of including antecedent factors in the model as well . The Implications of the study for math learning will be discussed below.
Screening for Characteristics of Dyscalculia: Identifying Unconventional Fraction Understandings
Author: Lewis, Katherine E.
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Skills,Learning Disabilities,Fractions,Middle School Students,Disability Identification,Mathematical Aptitude,Screening Tests

Researchers intending to identify the unique characteristics of dyscalculia rely upon the problematic and imprecise proxy of low mathematics achievement. Although detailed case studies of adults with dyscalculia have offered insight into its characteristics, we do not yet know if these characteristics are unique to dyscalculia and could be used to screen younger students for these understandings. To address this, we designed a group-administered written assessment based on the unconventional understandings found in adults with dyscalculia to investigate whether these understandings are atypical. In study 1, we assessed 390 grade 6-8 students to investigate the prevalence of these understandings. In study 2, we assessed 80 grade 6-8 students and recruited three students who demonstrated high levels of unconventional understandings. We collected additional assessment data and determined that all three students met stringent clinical dyscalculia criteria. These studies provide a proof-of-concept for designing dyscalculia screeners based on the characteristics identified in adults with dyscalculia.
Spatial Working Memory Counts: Evidence for a Specific Association between Visuo-Spatial Working Memory and Arithmetic in Children
Author: Allen, Lucy
Date: 2022-01-00
Type: Journal Articles
Subjects: Visual Perception,Spatial Ability,Arithmetic,Elementary School Students,Grade 2,Mathematics Tests,Spelling,Verbal Ability,Correlation,Short Term Memory,Measures (Individuals),Mathematics Skills,Learning Strategies,Foreign Countries

We examined the role of visuo-spatial working memory in different types of arithmetic ability in children. Previous research had suggested that arithmetic is not a single entity (Dowker, 2005, 2015), and also that visuo-spatial working memory is specifically involved in mathematical cognition (McKenzie et al., 2003) There has, however, been little research on the relationships between visuo-spatial working memory and different types of arithmetic. We tested 39 children in Year 2 (6 to 7 years) and Year 4 (8 to 9 years), taking measures of written arithmetic, mental oral arithmetic, and derived fact strategy use (the ability to derive unknown arithmetical facts from known facts, by using arithmetical principles). We also measured visuospatial working memory, verbal comprehension, and spelling ability. We investigated the relationships between visuo-spatial working memory and our three arithmetic measures, as well as spelling and verbal comprehension, to test whether these effects were specific to mathematical abilities. We found that visuo-spatial working memory was specifically associated with both verbal oral and mental written arithmetic, and but not with spelling or derived fact strategy use.
Statistics Anxiety in Flanders: Exploring Its Level, Antecedents, and Performance Impact across Professional and Academic Bachelor Programs in Psychology
Author: van Dijck, Jean-Philippe
Date: 2022-01-00
Type: Journal Articles
Subjects: Psychology,Anxiety,Statistics Education,Undergraduate Students,Learning Motivation,Measures (Individuals),Student Attitudes,Comparative Analysis,Learning Processes,Foreign Countries,Factor Analysis,Test Anxiety

The current study focusses on the level of statistics anxiety and the motivation to learn statistics in Flanders (Belgium) and determined to what degree these factors and their interaction relates to statistical performance. For this purpose, the Statistics Anxiety Scale and the Statistics Motivation Scale were translated, validated, and administered in professional and academic bachelor students in psychology. The level of SA in Flanders is comparable to other countries, with professional bachelor students being more anxious to make interpretations compared to academic bachelor students, who in turn are more anxious to ask for help. Academic students are more motivated to learn statistics compared the professional bachelor students, mostly in terms of intrinsic motivation. The overall motivation to learn statistics is lower at the end of the semester compared to the beginning of the semester. This is unfortunate, because we observed that high levels of motivation can alleviate the negative impact of statistics anxiety on statistical performance, especially when controlling for general learning abilities.
The Effects of a Computer-Based Mathematics Intervention in Primary School Students with and without Emotional and Behavioral Difficulties
Author: Herzog, Moritz
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Assisted Instruction,Elementary School Students,Students with Disabilities,Behavior Problems,Emotional Problems,Intervention,Program Effectiveness,Grade 3,Grade 4,Foreign Countries,Mathematics Achievement

Mathematics difficulties (MD) affect about 20% of the students in German schools. Almost half of them also exhibit emotional and behavioral difficulties (EBD). While a growing number of mathematics interventions target children with MD separately, there is a lack of evidence for the effectiveness of these interventions for children with combined MD and EBD. This study aims to investigate the differential effects of an evidence-based mathematics intervention on children with and without EBD. This single-case study examined 11 children with internalizing and externalizing EBDs from grades 3 and 4 using a staggered AB-Design. A computer-based mathematics intervention was provided for 5 weeks, during which the mathematical performance of the students was measured using a learning progress assessment in A- and B-phases. Data were analyzed using (a) overlap indices, (b) piecewise linear regression (PLM) models for each student, and (c) a multilevel PLM across all children. The results suggest different effectiveness for children with and without EBD, indicating a small direct influence of the severity of the EBD. Thus, the effectiveness of mathematics interventions might not be generalizable for children with combined EBD and MD. Further research is necessary to better understand the differential effectiveness of mathematics interventions for these children.
The Heterogeneity of Mathematical Learning Disabilities: Consequences for Research and Practice
Author: Kroesbergen, Evelyn H.
Date: 2022-01-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,Mathematics Skills,Individual Differences,Student Characteristics,Children,Labeling (of Persons),Clinical Diagnosis,Executive Function,Symptoms (Individual Disorders)

This paper argues why children with Mathematical Learning Disabilities (MLD) do not form a unitary group. Instead, they should be regarded as individuals with unique profiles of strengths and weaknesses that explain their mathematical difficulties. To build this argument, we shortly recapitulate the research on MLD, which has mainly been focused on characterizing the group of children with MLD--as compared to control groups. However, these general characteristics are not applicable to all children with MLD. Furthermore, attempts to define separate, relevant subgroups merely failed. Based on some recent studies, we show how individual profiles of strengths and weaknesses might help in understanding the specific mathematical difficulties of a child. We propose a new multidimensional framework of MLD, in which both strengths and weaknesses are recognized. We argue that both research and practice are in need of further research that takes individual differences into account.
Using a Touch Point Instructional Package to Teach Subtraction Skills to German Elementary Students At-Risk for LD
Author: Urton, Karolina
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,At Risk Students,Grade 1,Students with Disabilities,Learning Disabilities,Mathematics Skills,Mathematics Instruction,Teaching Methods,Multisensory Learning,Instructional Materials,Instructional Effectiveness,Females,Subtraction,Problem Solving,Mathematics Achievement,Effect Size,Intervention,Games

This study replicates and extends prior research on multisensory mathematics instruction (Grünke, Urton, &amp; Karnes, 2018) by integrating a touch points strategy, performance feedback, reward system, and a reinforcing card game into an instructional package. A multiple baseline design across participants was used to evaluate the effects of the touch points package on the subtraction skills of four German female first year students at-risk for learning disabilities. During intervention, the students were administered eight to eleven treatment sessions to learn how to subtract a one-digit subtrahend from a two-digit minuend up to 18 crossing over the tens barrier. Results indicated that all students made substantial increases in their subtraction performance during intervention. Student performance improved from 0 to 2 out of 10 math problems solved correctly during baseline to between 8 and 10 problems correct by the end of the intervention. Effect sizes observed across the four participants indicated the effectiveness of the intervention ranged from high to very high.