Mathematics, anxiety, and the brain

2017 ◽  
Vol 28 (4) ◽  
pp. 417-429 ◽  
Author(s):  
Ahmed A. Moustafa ◽  
Richard Tindle ◽  
Zaheda Ansari ◽  
Margery J. Doyle ◽  
Doaa H. Hewedi ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Cognitive Processes ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Brain Network ◽  
Spatial Skills ◽  
Mathematical Learning ◽  
Mathematical Problems ◽  
And Mathematics ◽  
The Relationship

AbstractGiven that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

KONTRIBUSI SELF CONCEPT MATEMATIS DAN MATHEMATICS ANXIETY TERHADAP HASIL BELAJAR MAHASISWA

2015 ◽  
Vol 8 (2) ◽  
pp. 55
Author(s):  
Aan Subhan Pamungkas
Keyword(s):  
Learning Outcomes ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Correlation Method ◽  
Sampling Technique ◽  
Self Concept ◽  
And Mathematics ◽  
Education Academic ◽  
The Relationship ◽  
Academic Year

This study examines the relationship between self-concept and mathematics anxiety towards the freshmen learning results. The method used is the correlation method which was aimed to see how strong and how much influence of self-concept and mathematics anxiety with students’ learning results. The population in this study were all students of mathematics education academic year 2013/2014, the study sample was taken by purposive sampling technique as many as 88 students who took the Calculus I course. The instrument used in this research is scale mathematical self-concept and mathematics anxiety scale. The results showed that there is a positive relationship between self-concept and anxiety towards math-ematics learning outcomes of students. Research showed that there was a positive and sig-nificant relationship between self-concept and anxiety mathematical mathematics with stu-dent results.Keywords : Self Concept, Anxiety Mathematics Learning Outcomes

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

Digital Native Students

2017 ◽  
Vol 7 (2) ◽  
pp. 13-26 ◽  
Author(s):  
Su-Ting Yong
Keyword(s):  
Gender Gap ◽  
Computer Games ◽  
Qualitative Interviews ◽  
Mathematics Learning ◽  
Spatial Abilities ◽  
Native Students ◽  
Digital Native ◽  
Spatial Skills ◽  
And Mathematics ◽  
The Many

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities.

Field Experience and Prospective Teachers' Mathematical Knowledge and Beliefs

2017 ◽  
Vol 48 (2) ◽  
pp. 148-190 ◽  
Author(s):  
Erik D. Jacobson
Keyword(s):  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Field Experience ◽  
Mathematics Learning ◽  
Future Research ◽  
Prospective Elementary Teachers ◽  
Knowledge And Beliefs ◽  
And Mathematics ◽  
Education And Development ◽  
The Relationship

This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics learning. Early instruction-focused field experience (i.e., leading directly to classroom instruction) was positively related to the study outcomes in programs with such field experience of median or shorter duration. Moreover, the duration of instruction-focused field experience was positively related to study outcomes in programs without early instruction-focused field experience. By contrast, the duration of exploration-focused field experience (e.g., observation) was not related to the study outcomes. These findings suggest that field experience has important but largely overlooked relationships with prospective teachers' mathematical knowledge and beliefs. Implications for future research are discussed.

scholarly journals The Mediating Effect of Creativity on the Relationship Between Mathematic Achievement and Programming Self-Efficacy

2022 ◽  
Vol 12 ◽  
Author(s):  
Jun Liu ◽  
Meng Sun ◽  
Yue Dong ◽  
Fei Xu ◽  
Xue Sun ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Mathematics Learning ◽  
Positive Influence ◽  
Mediating Effect ◽  
School Students ◽  
Programming Education ◽  
And Mathematics ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.

scholarly journals HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 8 PALU

Aksioma ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 13-18
Author(s):  
Fitrianti Fitrianti ◽  
Bakri Mallo ◽  
Linawati Linawati
Keyword(s):  
Emotional Intelligence ◽  
Random Sampling ◽  
Alternative Hypothesis ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Achievement ◽  
Significance Level ◽  
Initial Hypothesis ◽  
And Mathematics ◽  
The Relationship

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 8 Palu yang terdiri dari 5 kelas. Sampel penelitian diperoleh dengan menggunakan teknik random sampling, jumlah siswa yang menjadi sampel sebanyak 44 orang. Pengumpulan data menggunakan dua instrumen yaitu, kuisioner kecerdasan emosional dan dokumentasi prestasi belajar dari nilai rapor. Hasil analisis data dengan menggunakan uji korelasi product moment diperoleh nilai korelasi r = 0,417. Nilai rtabel = 0,297 untuk N = 44 dengan taraf signifikansi 5%. Nilai rhitung (0,417) > rtabel (0,297) maka diputuskan menerima hipotesis alternatif (H1) dan menolak hipotesis awal (H0). Artinya terdapat hubungan yang positif dan signifikan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Kata kunci: Kecerdasan Emosional dan Prestasi Belajar Matematika The purpose of this study was to determine the relationship between emotional intelligence with mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. The population of this study is all students of VIII grade at SMP Negeri 8 Palu consisting of 5 classes. The sample was obtained by using random sampling technique. The total number of the sample was 44 students. The data collection used two instruments, namely, emotional intelligence questionnaire and documentation of learning achievement from the report card. The results of data analysis using product moment correlation test obtained correlation value r = 0.417. Value of rtable = 0,297 for N = 44 with significance level 5%. The value of rcount (0.417)> rtable (0.297) then decided to accept the alternative hypothesis (H1) and reject the initial hypothesis (H0). This means there is a positive and significant relationship between emotional intelligence and mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. Keywords: Emotional Intelligence and Mathematics Learning Achievement

scholarly journals Developing The Mathematics Conceptual Understanding and Procedural Fluency through Didactical Anticipatory Approach Equipped with Teaching AIDS

2018 ◽  
Vol 3 (2) ◽  
pp. 367
Author(s):  
Asmida Asmida ◽  
Sugiatno Sugiatno ◽  
Agung Hartoyo
Keyword(s):  
Conceptual Understanding ◽  
Junior High School ◽  
Mathematics Learning ◽  
Posttest Score ◽  
Mathematics Textbook ◽  
Teaching Aids ◽  
Procedural Fluency ◽  
Mathematical Problems ◽  
Epistemological Obstacles ◽  
And Mathematics

The students’ conceptual understanding and procedural fluency have not been yet integrated into the mathematics learning as the teachers’ common mathematics textbook has not explicitly explained the conceptual understanding and procedural fluency in solving the mathematical problems that the teachers have not yet connected it to the mathematics learning. The interview result shows that the students only memorize the procedures without understanding. If the procedure is continuously applied, it is predicted that the students may face the epistemological obstacles in solving the mathematical problems. This research aims at developing the students' mathematics conceptual understanding and procedural fluency through the Didactic Anticipatory Approach equipped with the teaching aids in learning the operations of integer multiplication at Junior High School in Grade VIII. This pedagogical action research involves 14 students. The research data are collected using tests, interviews, voice recorders and cameras. The result shows that learning mathematics through the Didactic Anticipatory Approach equipped with teaching aids may develop the students' conceptual understanding and mathematics procedural fluency marked by the reduced students’ epistemological obstacles. However, they are not yet been completely resolved. The students' conceptual understanding and mathematics procedural fluency also supported with the average posttest score higher than that of the pretest score.

Sign in / Sign up

Export Citation Format

Share Document