Personal and Family Factors as Predictors of Pupils' Mathematics Achievement

2007 ◽  
Vol 101 (1) ◽  
pp. 259-269 ◽  
Author(s):  
Bader O. Alomar
Keyword(s):  
Mathematics Achievement ◽  
Parental Involvement ◽  
Parental Education ◽  
Fourth Graders ◽  
Mathematical Achievement ◽  
Family Factors ◽  
Personal Variables ◽  
Direct Association ◽  
And Mathematics ◽  
Family Variables

This study examined personal and family factors in prediction of mathematics achievement by Kuwaiti fourth graders (395 boys, 501 girls; M age= 10.0 yr., SD=8.0 mo.). Personal variables included sex, total achievement, perception of parental involvement, pupil's attitude towards school, and mathematics achievement. Family variables included parental education and parental involvement, views of school, and income. The data had good fit with the suggested model. Analysis showed variables which had significant direct association with mathematics achievement were total achievement and sex. Parental education, pupil's sex, and attitude towards school had significant indirect associations with mathematical achievement. Associations were direct for boys and indirect for girls on mathematics achievement, so sex had minimal total effects on mathematics achievement.

Comprehension of Mathematical Relationships Expressed in Graphs

1987 ◽  
Vol 18 (5) ◽  
pp. 382-393 ◽  
Author(s):  
Frances R. Curcio
Keyword(s):  
Reading Achievement ◽  
Mathematics Achievement ◽  
Prior Knowledge ◽  
Fourth Graders ◽  
Graphical Form ◽  
Seventh Graders ◽  
Mathematical Content ◽  
Graph Comprehension ◽  
And Mathematics ◽  
Mathematical Relationships

In this study, the schema-theoretic perspective of understanding general discourse was extended to include graph comprehension. Fourth graders (n=204) and seventh graders (n=185) were given a prior-knowledge inventory, a graph test, and the SRA Reading and Mathematics Achievement Tests during four testing sessions. The unique predictors of graph comprehension for Grade 4 included reading achievement, mathematics achievement, and prior knowledge of the topic, mathematical content, and form of the graph. The unique predictors for Grade 7 were the same except that prior knowledge of topic and graphical form were not included. The results suggest that children should be involved in graphing activities to build and expand relevant schemata needed for comprehension.

Teaching to Talent: Evaluating an Enriched and Accelerated Mathematics Program

1989 ◽  
Vol 12 (4) ◽  
pp. 253-267 ◽  
Author(s):  
Ann Robinson ◽  
T. D. Stanley
Keyword(s):  
Mathematics Achievement ◽  
Rockefeller Foundation ◽  
Stated Preferences ◽  
Mathematical Achievement ◽  
Seventh Grade ◽  
Accelerated Mathematics ◽  
Math Program ◽  
Mathematics Program ◽  
And Mathematics

The authors present an evaluation of the Gifted Math Program, which was established in 1984 and funded by the Rockefeller Foundation. Mathematics achievement, and mathematics preferences were assessed for second-seventh grade students who participated in the program, as compared with students who were accepted but did not participate. Significant differences were found on mathematical achievement favoring students in the program. The two groups did not differ on stated preferences for learning math, however, the groups differed dramatically on expressed opportunities in math. The authors conclude that there are programs which can address the needs of bright young mathematicians.

scholarly journals Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Maha Mohamed Abdulla Balala ◽  
Shaljan Areepattamannil ◽  
Dean Cairns
Keyword(s):  
Mathematics Achievement ◽  
United Arab Emirates ◽  
Fourth Graders ◽  
Mediating Effect ◽  
Mediating Effects ◽  
Early Numeracy ◽  
Science Study ◽  
Path Analyses ◽  
And Mathematics ◽  
Mathematics And Science

AbstractThe present study aimed to examine the relations of early numeracy activities and skills to mathematics dispositions, engagement, and achievement among 26,859 fourth graders in the United Arab Emirates who took part in the sixth cycle of the Trends in International Mathematics and Science Study (TIMSS) in 2015. The study also explored the mediating effects of mathematics dispositions and engagement on the relations between early numeracy activities and skills and mathematics achievement among these fourth graders. Results of path analyses, after controlling for participants’ demographic and socioeconomic characteristics, indicated that early numeracy activities and skills were significantly and positively related to mathematics dispositions, engagement, and achievement. Further, results of mediational analyses suggested that confidence in mathematics had a significant mediating effect on the relations between early numeracy activities and skills and mathematics achievement. The findings of the study highlight the crucial role that early numeracy activities and skills play in enhancing fourth graders’ mathematics dispositions, engagement, and achievement in the United Arab Emirates.

scholarly journals Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents: Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy

2021 ◽  
Vol 18 (18) ◽  
pp. 9565
Author(s):  
Feifei Huang ◽  
Zhaofeng Huang ◽  
Zhe Li ◽  
Minqiang Zhang
Keyword(s):  
Mental Health ◽  
Mathematics Achievement ◽  
Parental Involvement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Early Adolescents ◽  
Equation Modeling ◽  
Multidimensional Construct ◽  
And Mathematics ◽  
Mathematics Self Efficacy

This study conceptualized the multidimensional construct of parental involvement, including cognitive involvement, behavioral involvement, and personal involvement, and examined the mediating effects of student’s mental health and mathematics self-efficacy. Questionnaires were administered to 2866 early adolescents and their parents in China; structural equation modeling and bias-corrected bootstrap methods were used. The results show that different dimensions of parental involvement had different effects on mathematics achievement. Additionally, results indicate that the influences of the multidimensional construct of parental involvement on mathematics achievement were either partially or completely mediated by student’s mental health and mathematics self-efficacy. The findings also offer insight into possible interventions designed to explore how parental involvement promotes students’ mathematics achievement through their children’s mental health and mathematics self-efficacy.

scholarly journals The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement

2017 ◽  
Vol 3 (2) ◽  
pp. 400-416 ◽  
Author(s):  
Camilla Gilmore ◽  
Sarah Keeble ◽  
Sophie Richardson ◽  
Lucy Cragg
Keyword(s):  
Working Memory ◽  
Mathematics Achievement ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Working Memory Capacity ◽  
Mathematical Achievement ◽  
Large Individual ◽  
Procedural Skill ◽  
And Mathematics ◽  
Independent Effects

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.

What the hands tell us about mathematical learning

Gesture ◽  
2018 ◽  
Vol 17 (3) ◽  
pp. 375-416
Author(s):  
Amanda Martinez-Lincoln ◽  
Le M. Tran ◽  
Sarah R. Powell
Keyword(s):  
Mathematics Achievement ◽  
Mathematical Knowledge ◽  
Mathematical Achievement ◽  
Verbal Instruction ◽  
Mathematical Learning ◽  
Mathematical Performance ◽  
Mathematical Instruction ◽  
12Th Grade ◽  
And Mathematics ◽  
The Impact

Abstract Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.

Gender, Socioeconomic Status, and Mathematics Achievement by Xhosa Children

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 771-778 ◽  
Author(s):  
Varghese I. Cherian
Keyword(s):  
South Africa ◽  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Low Socioeconomic Status ◽  
Mathematical Achievement ◽  
Criterion Measure ◽  
Low Socioeconomic ◽  
External Examination ◽  
And Mathematics ◽  
Status Differences

This study investigated gender and socioeconomic status differences in mathematics achievement of 1021 Xhosa children (369 boys and 652 girls) whose ages ranged from 13 to 17 yr. ( M age, 15.6 yr.). They were chosen at random from the Standard 7 population of Transkei, South Africa. Their marks on the Standard 7 External Examination in mathematics was the criterion measure. A two-way analysis of variance indicated that mathematical achievement of girls was significantly higher than that of boys of low socioeconomic status whereas at middle and high socioeconomic status mathematics achievement of boys was significantly higher than that of the girls.

scholarly journals The Correlation between Reasoning and Emotional Intelligence in Social Interaction to Mathematics Achievement

2020 ◽  
Vol 2 (1) ◽  
pp. 21-25
Author(s):  
Dafid Slamet Setiana ◽  
Nuryadi Nuryadi ◽  
Rusgianto Heri Santoso
Keyword(s):  
Emotional Intelligence ◽  
Social Interaction ◽  
Mathematics Achievement ◽  
Social Interactions ◽  
Mathematical Achievement ◽  
Survey Method ◽  
Student Reasoning ◽  
Positive Correlation ◽  
The Social ◽  
And Mathematics

The objective of the research was to determine the correlation between reasoning, and emotional intelligence in social interaction to mathematics achievement. The research was conducted at SMP 5 Yogyakarta, Indonesia with 90 respondents who were selected by random sampling. The research verified the hypothesis used a survey method with correlation and regression technique approach. The research involved 3 (three) variables such as; mathematics achievement as the dependent variable and two other variables as the independent variables. They were reasoning and emotional intelligence in social interaction. The study found that there was a positive correlation between (a) reasoning and mathematics achievement; (b) emotional intelligence in social interaction and mathematics achievement; and (c) there was a positive correlation between reasoning and emotional intelligence in the social interaction to mathematics achievement. This study is expected to be a consideration for developing mathematical achievement through student reasoning, developing mathematical achievement through emotional intelligence in social interactions, and developing mathematical achievement through reasoning and emotional intelligence in social interactions.

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