The Experts below are selected from a list of 37539 Experts worldwide ranked by ideXlab platform
Yinghe Chen - One of the best experts on this subject based on the ideXlab platform.
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Effects of mathematics anxiety and Mathematical metacognition on word problem solving in children with and without Mathematical learning difficulties
PLoS ONE, 2015Co-Authors: Yinghui Lai, Xiaoshuang Zhu, Yinghe ChenAbstract:Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, Mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and Mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that Mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and Mathematical learning difficulty (MLD). Because Mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in Mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in Mathematical learning difficulty interventions.
Nicholas Zaranis - One of the best experts on this subject based on the ideXlab platform.
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improving mathematics teaching in kindergarten with realistic Mathematical education
Early Childhood Education Journal, 2017Co-Authors: Stamatios Papadakis, Michail Kalogiannakis, Nicholas ZaranisAbstract:The present study investigates and compares the influence of teaching Realistic Mathematics on the development of Mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the Mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of Mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of Mathematical competence of children.
Yinghui Lai - One of the best experts on this subject based on the ideXlab platform.
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Effects of mathematics anxiety and Mathematical metacognition on word problem solving in children with and without Mathematical learning difficulties
PLoS ONE, 2015Co-Authors: Yinghui Lai, Xiaoshuang Zhu, Yinghe ChenAbstract:Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, Mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and Mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that Mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and Mathematical learning difficulty (MLD). Because Mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in Mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in Mathematical learning difficulty interventions.
Ayla Arseven - One of the best experts on this subject based on the ideXlab platform.
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Mathematical modelling approach in mathematics education
Universal Journal of Educational Research, 2015Co-Authors: Ayla ArsevenAbstract:The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using mathematics to explain and define the events in real life, to test ideas and to make estimations about real life events. Theoretical basis of the Mathematical modelling approach, "model", "Mathematical modelling" and "modeling activity" concepts are explained in this study and examples of these concepts are given. The importance of Mathematical modeling, importance and the place of modeling topic in primary school, secondary school and high school (secondary education) mathematic programs based on social constructive approach, which were developed in 2005 and modified in 2013 by the Ministry of National Education (MNE) in Turkey, and how the modeling activities are included in the program are also presented in this study. It is considered that this study will contribute to the Mathematical program development studies by MNE which are developed based on the constructive approach in Turkey.
Rachel R Harari - One of the best experts on this subject based on the ideXlab platform.
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mathematics anxiety in young children concurrent and longitudinal associations with Mathematical performance
Contemporary Educational Psychology, 2013Co-Authors: Rose K Vukovic, Michael J Kieffer, Sean Bailey, Rachel R HarariAbstract:This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of Mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and Mathematical performance differed as a function of working memory. Concurrent analyses indicated that mathematics anxiety represents a unique source of individual differences in children’s calculation skills and Mathematical applications, but not in children’s geometric reasoning. Furthermore, we found that higher levels of mathematics anxiety in second grade predicted lower gains in children’s Mathematical applications between second and third grade, but only for children with higher levels of working memory. Overall, our results indicate that mathematics anxiety is an important construct to consider when examining sources of individual differences in young children’s Mathematical performance. Furthermore, our findings suggest that mathematics anxiety may affect how some children use working memory resources to learn Mathematical applications.
