Trends in School Mathematics Performance

Males, more than females, elect advanced mathematics courses. This differential in the number of mathematics courses elected has been cited as a major explanation of sex-related differences in adults' mathematics performance and in their participation in mathematics-related careers. Knowledge about some of the variables that enter into the decision to persist in the study of mathematics is essential for those who are interested in encouraging females, as well as males, to adequately prepare themselves in mathematics. This study identified some attitudinal and attributional variables that relate to the election of mathematics courses by females and males. A small set of variables was found to explain some of the variance in female and male mathematics plans. These results might help in understanding why females do not continue in as large a proportion as males to elect mathematics and/or to enter mathematics-related careers.

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Developmental Change of Approximate Number System Acuity (Keenness) Reveals Delay

Journal of Business and Social Review in Emerging Economies ◽

10.26710/jbsee.v7i2.1542 ◽

2021 ◽

Vol 7 (2) ◽

Author(s):

Tayyaba Abid ◽

Saeeda Khanum

Keyword(s):

Number Sense ◽

Developmental Change ◽

Number System ◽

Mathematics Performance ◽

School Mathematics ◽

Approximate Number System ◽

Western Population ◽

Cultural Variations ◽

Numerical Acuity

The ability to process numbers approximately also called, approximate number system (ANS) is related and predictive of school mathematics performance. This system is functional since birth and continue to become more precise throughout the development. Developmental change of approximate number system over the growing years has not been investigated in Pakistan so the current study bridged this gap by investigating it from 261 participants ranging from 5 to 72 years of age. Panamath task being the robust measure of ANS acuity was administered. Results revealed that numerical acuity got precise with an increase in age. However, most sophisticated acuity has been shown around age 46-50 as compared to the western population showing its peak around 30 years of age. Delay in developing approximate number system acuity across the groups as compared to the trend reported in the western population raises many questions in terms of cultural variations and practices contributing to the development of number sense. The study has important implications for the development of number sense cross-culturally keeping in view the evidence from various cultures.

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Individual differences in school mathematics performance and feelings of difficulty: The effects of cognitive ability, affect, age, and gender

European Journal of Psychology of Education ◽

10.1007/bf03173111 ◽

1999 ◽

Vol 14 (1) ◽

pp. 57-69 ◽

Cited By ~ 15

Author(s):

Anastasia Efklides ◽

Maria Papadaki ◽

Georgia Papantoniou ◽

Gregoris Kiosseoglou

Keyword(s):

Individual Differences ◽

Cognitive Ability ◽

Mathematics Performance ◽

School Mathematics ◽

Age And Gender ◽

And Gender

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Investigating School Mathematics Performance and Affect

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch005 ◽

2018 ◽

pp. 99-114

Author(s):

Gilah C. Leder

Keyword(s):

Real Time ◽

Educational Research ◽

Mathematics Performance ◽

School Mathematics ◽

Self Report ◽

Observational Methods ◽

Face To Face ◽

On Line

In this chapter research relating to school mathematics is used as an instance to critique commonly used methods and instruments employed in educational research to determine performance and single or multiple aspects of affect. Advances in technology that have enabled the adaption of previously used instruments are described. Self-report measures, administered face-to-face and on-line, and real-time and virtual observational methods are discussed in some detail. Illustrative data from specific studies are provided. Interpreting the different measurement outcomes is, it is argued, far from unproblematic. This discussion raises issues relevant to research in a range of paradigms but is particularly pertinent to educational research conducted in the neo-positivist paradigm.

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Investigating School Mathematics Performance and Affect

Methods and Paradigms in Education Research - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-1738-2.ch007 ◽

2016 ◽

pp. 108-123

Author(s):

Gilah C. Leder

Keyword(s):

Real Time ◽

Educational Research ◽

Mathematics Performance ◽

School Mathematics ◽

Self Report ◽

Observational Methods ◽

Face To Face ◽

On Line

In this chapter research relating to school mathematics is used as an instance to critique commonly used methods and instruments employed in educational research to determine performance and single or multiple aspects of affect. Advances in technology that have enabled the adaption of previously used instruments are described. Self-report measures, administered face-to-face and on-line, and real-time and virtual observational methods are discussed in some detail. Illustrative data from specific studies are provided. Interpreting the different measurement outcomes is, it is argued, far from unproblematic. This discussion raises issues relevant to research in a range of paradigms but is particularly pertinent to educational research conducted in the neo-positivist paradigm.

Download Full-text