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Daniel Ansari - One of the best experts on this subject based on the ideXlab platform.
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why mental arithmetic counts brain activation during single digit arithmetic predicts high school math scores
The Journal of Neuroscience, 2013Co-Authors: Gavin R Price, Michele M M Mazzocco, Daniel AnsariAbstract:Do individual differences in the brain mechanisms for arithmetic underlie variability in high school Mathematical Competence? Using functional magnetic resonance imaging, we correlated brain responses to single digit calculation with standard scores on the Preliminary Scholastic Aptitude Test (PSAT) math subtest in high school seniors. PSAT math scores, while controlling for PSAT Critical Reading scores, correlated positively with calculation activation in the left supramarginal gyrus and bilateral anterior cingulate cortex, brain regions known to be engaged during arithmetic fact retrieval. At the same time, greater activation in the right intraparietal sulcus during calculation, a region established to be involved in numerical quantity processing, was related to lower PSAT math scores. These data reveal that the relative engagement of brain mechanisms associated with procedural versus memory-based calculation of single-digit arithmetic problems is related to high school level Mathematical Competence, highlighting the fundamental role that mental arithmetic fluency plays in the acquisition of higher-level Mathematical Competence.
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individual differences in children s Mathematical Competence are related to the intentional but not automatic processing of arabic numerals
Cognition, 2011Co-Authors: Stephanie Bugden, Daniel AnsariAbstract:In recent years, there has been an increasing focus on the role played by basic numerical magnitude processing in the typical and atypical development of Mathematical skills. In this context, tasks measuring both the intentional and automatic processing of numerical magnitude have been employed to characterize how children’s representation and processing of numerical magnitude changes over developmental time. To date, however, there has been little effort to differentiate between different measures of ‘number sense’. The aim of the present study was to examine the relationship between automatic and intentional measures of magnitude processing as well as their relationships to individual differences in children’s Mathematical achievement. A group of 119 children in 1st and 2nd grade were tested on the physical size congruity paradigm (automatic processing) as well as the number comparison paradigm to measure the ratio effect (intentional processing). The results reveal that measures of intentional and automatic processing are uncorrelated with one another, suggesting that these tasks tap into different levels of numerical magnitude processing in children. Furthermore, while children’s performance on the number comparison paradigm was found to correlate with their Mathematical achievement scores, no such correlations could be obtained for any of the measures typically derived from the physical size congruity task. These findings therefore suggest that different tasks measuring ‘number sense’ tap into different levels of numerical magnitude representation that may be unrelated to one another and have differential predictive power for individual differences in Mathematical achievement.
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individual differences in Mathematical Competence predict parietal brain activation during mental calculation
NeuroImage, 2007Co-Authors: Roland H Grabner, Gernot Reishofer, Franz Ebner, Daniel Ansari, Elsbeth Stern, Christa NeuperAbstract:Functional neuroimaging studies have revealed that parietal brain circuits subserve arithmetic problem solving and that their recruitment dynamically changes as a function of training and development. The present study investigated whether the brain activation during mental calculation is also modulated by individual differences in Mathematical Competence. Twenty-five adult students were selected from a larger pool based on their performance on standardized tests of intelligence and arithmetic and divided into groups of individuals with relatively lower and higher Mathematical Competence. These groups did not differ in their non-numerical intelligence or age. In an fMRI block-design, participants had to verify the correctness of single-digit and multi-digit multiplication problems. Analyses revealed that the individuals with higher Mathematical Competence displayed stronger activation of the left angular gyrus while solving both types of arithmetic problems. Additional correlational analyses corroborated the association between individual differences in Mathematical Competence and angular gyrus activation, even when variability in task performance was controlled for. These findings demonstrate that the recruitment of the left angular gyrus during arithmetic problem solving underlies individual differences in Mathematical ability and suggests a stronger reliance on automatic, language-mediated processes in more competent individuals.
Christa Neuper - One of the best experts on this subject based on the ideXlab platform.
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Fact learning in complex arithmetic and figural-spatial tasks: the role of the angular gyrus and its relation to Mathematical Competence.
Human brain mapping, 2009Co-Authors: Roland H Grabner, Anja Ischebeck, Gernot Reishofer, Karl Koschutnig, Margarete Delazer, Franz Ebner, Christa NeuperAbstract:Neuroimaging studies have revealed a strong link between mental calculation and the angular gyrus (AG) which has been interpreted to reflect arithmetic fact retrieval. Moreover, a stronger AG activation in individuals with higher Mathematical Competence has been reported. The present fMRI study investigates the specificity of the AG for arithmetic fact learning and the interplay between training and Mathematical Competence on brain activation. Adults of lower and higher Mathematical Competence underwent a five-day training on sets of complex multiplication and figural-spatial problems. In the following fMRI test session, trained and untrained problems were presented. Similar training effects were observed in both problem types, consisting of AG activation increases bilaterally and wide-spread activation decreases in frontal and parietal regions. This finding indicates that the AG is not specifically involved in the learning of arithmetic facts. Competence-related differences in the AG only emerged in untrained but not in trained multiplication problems. The relation between AG activation and Mathematical Competence in arithmetic problem solving therefore seems to be due to differences in arithmetic fact retrieval which can be attenuated through training.
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individual differences in Mathematical Competence predict parietal brain activation during mental calculation
NeuroImage, 2007Co-Authors: Roland H Grabner, Gernot Reishofer, Franz Ebner, Daniel Ansari, Elsbeth Stern, Christa NeuperAbstract:Functional neuroimaging studies have revealed that parietal brain circuits subserve arithmetic problem solving and that their recruitment dynamically changes as a function of training and development. The present study investigated whether the brain activation during mental calculation is also modulated by individual differences in Mathematical Competence. Twenty-five adult students were selected from a larger pool based on their performance on standardized tests of intelligence and arithmetic and divided into groups of individuals with relatively lower and higher Mathematical Competence. These groups did not differ in their non-numerical intelligence or age. In an fMRI block-design, participants had to verify the correctness of single-digit and multi-digit multiplication problems. Analyses revealed that the individuals with higher Mathematical Competence displayed stronger activation of the left angular gyrus while solving both types of arithmetic problems. Additional correlational analyses corroborated the association between individual differences in Mathematical Competence and angular gyrus activation, even when variability in task performance was controlled for. These findings demonstrate that the recruitment of the left angular gyrus during arithmetic problem solving underlies individual differences in Mathematical ability and suggests a stronger reliance on automatic, language-mediated processes in more competent individuals.
Nordqvist Louise - One of the best experts on this subject based on the ideXlab platform.
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En förenklad modell avintensivundervisning.- Modellens påverkan på en elev i matematiksvårigheter och modellens möjligheter och utmaningar för lärare
Örebro universitet Institutionen för naturvetenskap och teknik, 2021Co-Authors: Nordqvist LouiseAbstract:It is the school's responsibility to give the students teaching that can encourage theirdevelopment and learning. One teaching method that has proven to be beneficial for studentsin math difficulties is intensive instruction. The purpose of this study was therefore to study,through a case study, how a simplified model of intensive instruction can impact a student inmath difficulties and his/her learning. The case study also highlights opportunities andchallenges with using the simplified model as a teacher. The results showed that the intensiveinstruction model had a positive effect on the student in several ways, but that the teacher shouldnot be too guiding if the teaching is going to be beneficial for the student. The results alsoshowed that the teacher needs to have good Mathematical Competence and that the teachingshould adapt the instruction to the student's conditions and needs. Another valuable result isthat the intervention gave positive learning effects in a relatively short time which might makeschools and teachers more willing to try using the simplified model of intensive instruction.Det är skolans ansvar att erbjuda en undervisning som främjar alla elevers utveckling och lärande. Ett arbetssätt som visat sig vara fördelaktigt för att främja lärandet hos elever i matematiksvårigheter är intensivundervisning. Den här studien har därför haft till syfte att, genom en fallstudie, undersöka hur en förenklad modell av intensivundervisning kan påverka lärandet hos en elev i matematiksvårigheter. Fallstudien undersökte även de möjligheter och utmaningar som finns med att som lärare genomföra en förenklad modell av intensivundervisning. Resultatet visade att intensivundervisningen påverkat eleven positivt i flera avseenden men att läraren inte får vara för lotsande om undervisningen ska bli fördelaktig för eleven. Resultatet visade även att läraren behöver ha en god matematisk kompetens och att undervisningen bör anpassas till elevens förutsättningar och behov. Ytterligare ett värdefullt resultat utifrån fallstudien är att interventionen gav resultat på kort tid och det kan bidra till att allt fler skolor och lärare vågar pröva denna undervisningsform
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En förenklad modell avintensivundervisning.- Modellens påverkan på en elev i matematiksvårigheter ochmodellens möjligheter och utmaningar för lärare
Örebro universitet Institutionen för naturvetenskap och teknik, 2021Co-Authors: Nordqvist LouiseAbstract:It is the school's responsibility to give the students teaching that can encourage their development and learning. One teaching method that has proven to be beneficial for students in math difficulties is intensive instruction. The purpose of this study was therefore to study, through a case study, how a simplified model of intensive instruction can impact a student in math difficulties and his/her learning. The case study also highlights opportunities and challenges with using the simplified model as a teacher. The results showed that the intensive instruction model had a positive effect on the student in several ways, but that the teacher should not be too guiding if the teaching is going to be beneficial for the student. The results also showed that the teacher needs to have good Mathematical Competence and that the teaching should adapt the instruction to the student's conditions and needs. Another valuable result is that the intervention gave positive learning effects in a relatively short time which might make schools and teachers more willing to try using the simplified model of intensive instruction.Det är skolans ansvar att erbjuda en undervisning som främjar alla elevers utveckling ochlärande. Ett arbetssätt som visat sig vara fördelaktigt för att främja lärandet hos elever i matematiksvårigheter är intensivundervisning. Den här studien har därför haft till syfte att, genom en fallstudie, undersöka hur en förenklad modell av intensivundervisning kan påverka lärandet hos en elev i matematiksvårigheter. Fallstudien undersökte även de möjligheter och utmaningar som finns med att som lärare genomföra en förenklad modell av intensivundervisning. Resultatet visade att intensivundervisningen påverkat eleven positivt i flera avseenden men att läraren inte får vara för lotsande om undervisningen ska bli fördelaktig för eleven. Resultatet visade även att läraren behöver ha en god matematisk kompetens och att undervisningen bör anpassas till elevens förutsättningar och behov. Ytterligare ett värdefullt resultat utifrån fallstudien är att interventionen gav resultat på kort tid och det kan bidra till att allt fler skolor och lärare vågar pröva denna undervisningsform
Roland H Grabner - One of the best experts on this subject based on the ideXlab platform.
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electrical brain stimulation tes improves learning more than performance a meta analysis
Neuroscience & Biobehavioral Reviews, 2018Co-Authors: Bianca A Simonsmeier, Roland H Grabner, Julia Hein, Ugne Krenz, Michael SchneiderAbstract:Researchers have recently started evaluating whether stimulating the brain noninvasively with a weak and painless electrical current (transcranial Electrical Stimulation, tES) enhances physiological and cognitive processes. Some studies found that tES has weak but positive effects on brain physiology, cognition, or assessment performance, which has attracted massive public interest. We present the first meta-analytic test of the hypothesis that tES in a learning phase is more effective than tES in an assessment phase. The meta-analysis included 246 effect sizes from studies on language or Mathematical Competence. The effect of tES was stronger when stimulation was administered during a learning phase (d = 0.712) as compared to stimulation administered during test performance (d = 0.207). The overall effect was stimulation-dosage specific and, as found in a previous meta-analysis, significant only for anodal stimulation and not for cathodal. The results provide evidence for the modulation of long-term synaptic plasticity by tES in the context of practically relevant learning tasks and highlight the need for more systematic evaluations of tES in educational settings.
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Fact learning in complex arithmetic and figural-spatial tasks: the role of the angular gyrus and its relation to Mathematical Competence.
Human brain mapping, 2009Co-Authors: Roland H Grabner, Anja Ischebeck, Gernot Reishofer, Karl Koschutnig, Margarete Delazer, Franz Ebner, Christa NeuperAbstract:Neuroimaging studies have revealed a strong link between mental calculation and the angular gyrus (AG) which has been interpreted to reflect arithmetic fact retrieval. Moreover, a stronger AG activation in individuals with higher Mathematical Competence has been reported. The present fMRI study investigates the specificity of the AG for arithmetic fact learning and the interplay between training and Mathematical Competence on brain activation. Adults of lower and higher Mathematical Competence underwent a five-day training on sets of complex multiplication and figural-spatial problems. In the following fMRI test session, trained and untrained problems were presented. Similar training effects were observed in both problem types, consisting of AG activation increases bilaterally and wide-spread activation decreases in frontal and parietal regions. This finding indicates that the AG is not specifically involved in the learning of arithmetic facts. Competence-related differences in the AG only emerged in untrained but not in trained multiplication problems. The relation between AG activation and Mathematical Competence in arithmetic problem solving therefore seems to be due to differences in arithmetic fact retrieval which can be attenuated through training.
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individual differences in Mathematical Competence predict parietal brain activation during mental calculation
NeuroImage, 2007Co-Authors: Roland H Grabner, Gernot Reishofer, Franz Ebner, Daniel Ansari, Elsbeth Stern, Christa NeuperAbstract:Functional neuroimaging studies have revealed that parietal brain circuits subserve arithmetic problem solving and that their recruitment dynamically changes as a function of training and development. The present study investigated whether the brain activation during mental calculation is also modulated by individual differences in Mathematical Competence. Twenty-five adult students were selected from a larger pool based on their performance on standardized tests of intelligence and arithmetic and divided into groups of individuals with relatively lower and higher Mathematical Competence. These groups did not differ in their non-numerical intelligence or age. In an fMRI block-design, participants had to verify the correctness of single-digit and multi-digit multiplication problems. Analyses revealed that the individuals with higher Mathematical Competence displayed stronger activation of the left angular gyrus while solving both types of arithmetic problems. Additional correlational analyses corroborated the association between individual differences in Mathematical Competence and angular gyrus activation, even when variability in task performance was controlled for. These findings demonstrate that the recruitment of the left angular gyrus during arithmetic problem solving underlies individual differences in Mathematical ability and suggests a stronger reliance on automatic, language-mediated processes in more competent individuals.
Colin Carmichael - One of the best experts on this subject based on the ideXlab platform.
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early Mathematical competencies and later achievement insights from the longitudinal study of australian children
Mathematics Education Research Journal, 2018Co-Authors: Amy Macdonald, Colin CarmichaelAbstract:International research suggests that early Mathematical Competence predicts later Mathematical achievement. In this article, we explore the relationship between Mathematical competencies at 4–5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program – Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early Mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development.