The Experts below are selected from a list of 18042 Experts worldwide ranked by ideXlab platform
Yulia Kovas - One of the best experts on this subject based on the ideXlab platform.
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predicting maths anxiety from Mathematical Achievement across the transition from primary to secondary education
Royal Society Open Science, 2019Co-Authors: Andy P Field, Danielle Evans, Tomasz Bloniewski, Yulia KovasAbstract:The primary- to secondary-education transition is a substantive life event for many children. The transition can be associated with changes in the developmental trajectories of both emotional health and academic Achievement. The current study looked at whether the trajectory of Mathematical attainment and emotional health (anxiety) across this transition predicted later maths anxiety. A secondary analysis of data from the Twin Early Development Study (TEDS) was performed. The statistical models were fit on the 753 participants (one from each twin pair) for which there were measures of Mathematical performance across the primary- to secondary-education transition and maths anxiety at age 18. Two multi-level growth models were fit predicting Mathematical attainment and anxiety over the primary- to secondary-education transition. The intercepts and slopes for each child were extracted from these models and used as predictors of subsequent maths anxiety at age 18. These effects were adjusted for biological sex, socio-economic status, verbal cognitive ability and general anxiety. Maths anxiety at age 18 was significantly predicted by both pre-transition levels of anxiety and Mathematical attainment and their rate of change across the primary- to secondary-education transition. However, the effects were small, suggesting that theories of maths anxiety may have overplayed the role of prior Mathematical attainment and general anxiety.
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supplementary information for predicting maths anxiety from Mathematical Achievement across the transition from primary to secondary education from predicting maths anxiety from Mathematical Achievement across the transition from primary to secondary
2019Co-Authors: Andy P Field, Danielle Evans, Tomasz Bloniewski, Yulia KovasAbstract:Table 1 shows the pattern of missing data for predictors of maths anxiety. Table 2 shows the main model from the paper (Table 4 in the main paper) but conducted on standardized scores. The parameter estimates in this table are, therefore, standardized coefficients. Similarly, Table 3 shows the *post hoc* analysis from the paper (Table 5 in the main paper) but conducted on standardized scores.
Terezinha Nunes - One of the best experts on this subject based on the ideXlab platform.
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the importance of additive reasoning in children s Mathematical Achievement a longitudinal study
Journal of Educational Psychology, 2017Co-Authors: Boby Hohong Ching, Terezinha NunesAbstract:This longitudinal study examines the relative importance of counting ability, additive reasoning, and working memory in children’s Mathematical Achievement (calculation and story problem solving). In Hong Kong, 115 Chinese children aged 6 years old participated in 2 waves of assessments (T1 = first grade and T2 = second grade). Multiple regression analyses showed that counting ability explained a significant amount of variance in T1 and T2 calculation beyond the effects of age, IQ, and working memory, in which conceptual knowledge of counting, but not procedural counting, was a unique predictor. However, counting ability did not contribute significantly to story problem solving at both time points. Additive reasoning explained a substantial and significant amount of variance in calculation and story problem solving at both time points after the effects of age, IQ, working memory, and counting ability were controlled for: Both knowledge of the commutativity and complement principles were unique predictors. Working memory also accounted for a significant amount of variance in calculation and story problem solving at both time points beyond the influence of age, IQ, counting ability, and additive reasoning. Among the 3 components of working memory, only the central executive was a unique predictor for all measures of Mathematical Achievement. Autoregressive analyses provided further evidence for the strong predictive powers of additive reasoning and working memory. Overall, additive reasoning accounted for the greatest amount of variance in Mathematical Achievement both concurrently and longitudinally. This finding underscores the importance of additive reasoning in children’s Mathematical development.
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the relative importance of two different Mathematical abilities to Mathematical Achievement
British Journal of Educational Psychology, 2012Co-Authors: Terezinha Nunes, Peter Bryant, Rossana Barros, Kathy SylvaAbstract:Background. Two distinct abilities, Mathematical reasoning and arithmetic skill, might make separate and specific contributions to Mathematical Achievement. However, there is little evidence to inform theory and educational practice on this matter. Aims. The aims of this study were (1) to assess whether Mathematical reasoning and arithmetic make independent contributions to the longitudinal prediction of Mathematical Achievement over 5 years and (2) to test the specificity of this prediction. Sample. Data from Avon Longitudinal Study of Parents and Children (ALSPAC) were available on 2,579 participants for analyses of KS2 Achievement and on 1,680 for the analyses of KS3 Achievement. Method. Hierarchical regression analyses were used to assess the independence and specificity of the contribution of Mathematical reasoning and arithmetic skill to the prediction of Achievement in KS2 and KS3 mathematics, science, and English. Age, intelligence, and working memory (WM) were controls in these analyses. Results. Mathematical reasoning and arithmetic did make independent contributions to the prediction of Mathematical Achievement; Mathematical reasoning was by far the stronger predictor of the two. These predictions were specific in so far as these measures were more strongly related to mathematics than to science or English. Intelligence and WM were non-specific predictors; intelligence contributed more to the prediction of science than of maths, and WM predicted maths and English equally well. Conclusions. There is clear justification for making a distinction between Mathematical reasoning and arithmetic skills. The implication is that schools must plan explicitly to improve Mathematical reasoning as well as arithmetic skills.
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a synthesis of research on deaf and hearing children s Mathematical Achievement
Deafness & Education International, 2011Co-Authors: L Gottardis, Terezinha Nunes, I LuntAbstract:Over five decades, researchers have reported that deaf children lag behind their hearing peers on different educational measures. This review aims to synthesize the information on the nature and extent of this delay. A systematic search of the literature comparing deaf and hearing children's performance in mathematics was carried out. Of the 23 relevant articles, 13 employed standardized measures and 10 used un-standardized measures. The analysis demonstrates that, for children whose level of hearing loss is greater than moderate, there is a delay in mathematics in comparison with hearing children. This delay is noted in all assessments with standardized measures. Three studies (about 30%) that used un-standardized measures reported no delay; in these studies the children did not have to use conventional Mathematical signs in order to solve the tasks. This may indicate that deaf children's number representation is not impaired but their learning of conventional Mathematical signs is delayed. An attempt wa...
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the contribution of logical reasoning to the learning of mathematics in primary school
British Journal of Development Psychology, 2007Co-Authors: Terezinha Nunes, Deborah Evans, Daniel Bell, Selina Gardner, Adelina Gardner, Peter Bryant, Julia CarraherAbstract:It has often been claimed that children's Mathematical understanding is based on their ability to reason logically, but there is no good evidence for this causal link. We tested the causal hypothesis about logic and Mathematical development in two related studies. In a longitudinal study, we showed that (a) 6-year-old children's logical abilities and their working memory predict Mathematical Achievement 16 months later; and (b) logical scores continued to predict Mathematical levels after controls for working memory, whereas working memory scores failed to predict the same measure after controls for differences in logical ability. In our second study, we trained a group of children in logical reasoning and found that they made more progress in mathematics than a control group who were not given this training. These studies establish a causal link between logical reasoning and Mathematical learning. Much of children's Mathematical knowledge is based on their understanding of its underlying logic.
Daniel Voyer - One of the best experts on this subject based on the ideXlab platform.
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the relation between Mathematical Achievement and gender differences in spatial abilities a suppression effect
Journal of Educational Psychology, 1996Co-Authors: Daniel VoyerAbstract:Three experiments were conducted to determine whether Mathematical Achievement acted as a suppressor variable on gender differences in spatial performance. In this context, a suppressor variable should produce an increase in the magnitude of gender differences in spatial abilities when it is partialed out from gender and the spatial test score. In 3 experiments, undergraduate students completed the Mental Rotations Test (MRT; S.G. Vandenberg & A. R. Kuse, 1978) and indicated how many mathematics courses they took in high school (Experiment 1) or their mean grade in high-school mathematics (Experiments 2 and 3). In Experiment 3, the Water Level Task (M. Robert & P. Morin, 1993) was administered in addition to the MRT. In all 3 experiments, support was found for the notion that Mathematical Achievement acted as a suppressor variable. Results are discussed with regard to their implications in the study of the relations among gender, performance in mathematics courses, and spatial performance.
Ole-johan Eikeland - One of the best experts on this subject based on the ideXlab platform.
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the effect of mathematics self concept on girls and boys Mathematical Achievement
School Psychology International, 1998Co-Authors: Terje Manger, Ole-johan EikelandAbstract:Norwegian elementary schoolboys showed significantly higher mathematics self-concept than girls. Boys also had a significantly higher Mathematical Achievement score than girls. However, controlling...
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The effects of spatial visualization and students' sex on Mathematical Achievement.
British Journal of Psychology, 1998Co-Authors: Terje Manger, Ole-johan EikelandAbstract:Sex differences in Mathematical Achievement and spatial visualization skill were examined in a sample of 724 Norwegian sixth-grade students. Boys had significantly higher mean mathematics scores than girls. Significant sex differences favouring boys were found in the subsamples of most difficult tasks, but not in the subsamples of easiest tasks. No significant sex difference in spatial visualization was found. The hypothesis that boys' superior Achievement in mathematics is due to a superior ability in spatial visualization was not supported. Although the effect of spatial visualization on Mathematical Achievement increased significantly up to a certain level of mathematics task difficulty, the hypothesis that the effect of spatial visualization on Mathematical Achievement increases with increasing task difficulty was not fully supported. With increasing mathematics task difficulty, it is hypothesized that boys, more than girls, will benefit from spatial visualization. This hypothesis was not supported by the present elementary school data.
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Relationship Between Boys' and Girls' Nonverbal Ability and Mathematical Achievement
School Psychology International, 1996Co-Authors: Terje Manger, Ole-johan EikelandAbstract:The relationship between boys' and girls' nonverbal ability and Mathematical Achievement at the Norwegian elementary school level was studied. Instruments used were The Matrix Analogies Test-Short Form, and a Mathematical Achievement test based on the Norwegian national school curriculum. More low ability girls than low ability boys had corresponding low Mathematical scores. However, the gender difference in discrepancy between nonverbal ability and Mathematical Achievement was minor.
Camilla K. Gilmore - One of the best experts on this subject based on the ideXlab platform.
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The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement
Journal of Numerical Cognition, 2017Co-Authors: Camilla K. Gilmore, Sarah Keeble, Sophie Richardson, Lucy CraggAbstract:Large individual differences in children’s mathematics Achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics Achievement: procedural skill, conceptual understanding and working memory. However, most studies have only tested independent effects of these factors and failed to consider moderating effects. We explored the procedural skill, conceptual understanding and working memory capacity of 75 children aged 5 to 6 years as well as their overall Mathematical Achievement. We found that, not only were all three skills independently associated with mathematics Achievement, but there was also a significant interaction between them. We found that levels of conceptual understanding and working memory moderated the relationship between procedural skill and mathematics Achievement such that there was a greater benefit of good procedural skill when associated with good conceptual understanding and working memory. Cluster analysis also revealed that children with equivalent levels of overall Mathematical Achievement had differing strengths and weaknesses across these skills. This highlights the importance of considering children’s skill profile, rather than simply their overall Achievement.
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Direct and indirect influences of executive functions on mathematics Achievement
Cognition, 2017Co-Authors: Lucy Cragg, Sarah Keeble, Sophie Richardson, Hannah E. Roome, Camilla K. GilmoreAbstract:Achievement in mathematics is predicted by an individual's domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of Mathematical knowledge, whether this mediates the relationship between executive functions and overall mathematics Achievement, and if these relationships change with age. Two hundred and ninety-three participants aged between 8 and 25 years completed a large battery of mathematics and executive function tests. Domain-specific skills partially mediated the relationship between executive functions and mathematics Achievement: Inhibitory control within the numerical domain was associated with factual knowledge and procedural skill, which in turn was associated with Mathematical Achievement. Working memory contributed to mathematics Achievement indirectly through factual knowledge, procedural skill and, to a lesser extent, conceptual understanding. There remained a substantial direct pathway between working memory and mathematics Achievement however, which may reflect the role of working memory in identifying and constructing problem representations. These relationships were remarkably stable from 8 years through to young adulthood. Our findings help to refine existing multi-component frameworks of mathematics and understand the mechanisms by which executive functions support mathematics Achievement.
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explaining the relationship between number line estimation and Mathematical Achievement the role of visuomotor integration and visuospatial skills
Journal of Experimental Child Psychology, 2016Co-Authors: Victoria Simms, Sarah Clayton, Lucy Cragg, Camilla K. Gilmore, Samantha JohnsonAbstract:Performance on number line tasks, typically used as a measure of numerical representations, are reliably related to children’s Mathematical Achievement. However, recent debate has questioned what precisely performance on the number line estimation task measures. Specifically, there has been a suggestion that this task may measure not only numerical representations but also proportional judgment skills; if this is the case, then individual differences in visuospatial skills, not just the precision of numerical representations, may explain the relationship between number line estimation and Mathematical Achievement. The current study investigated the relationships among visuospatial skills, visuomotor integration, number line estimation, and Mathematical Achievement. In total, 77 children were assessed using a number line estimation task, a standardized measure of Mathematical Achievement, and tests of visuospatial skills and visuomotor integration. The majority of measures were significantly correlated. In addition, the relationship between one metric from the number line estimation task (R2LIN) and Mathematical Achievement was fully explained by visuomotor integration and visuospatial skill competency. These results have important implications for understanding what the number line task measures as well as the choice of number line metric for research purposes.
