Research on the relationship between metacognition theory and mathematical ability

2020 ◽  
Vol 2 (2) ◽  
pp. 54-57
Author(s):  
Yuan Zuqing
Keyword(s):  
Mathematical Ability ◽  
The Relationship

Student Perceptions of Relatedness among Mathematical Verbal Problems

1979 ◽  
Vol 10 (3) ◽  
pp. 195-210 ◽  
Author(s):  
Edward A. Silver
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Mathematical Problem ◽  
Mathematical Structure ◽  
Mathematical Ability ◽  
Verbal Abilities ◽  
General Ability ◽  
Eighth Grade Students ◽  
Partial Correlations ◽  
The Relationship

Two studies investigated the relationship between students' perceptions of mathematical problem relatedness and their performance on tests of verbal and mathematical ability. A total of 156 eighth-grade students partitioned collections of mathematical verbal problems into disjoint subsets whose problems they judged to be mathematically related. The extent to which a person sorted problems on the basis of mathematical structure was significantly related to the individual's problem-solving ability as well as other mathematical and verbal abilities. Furthermore, partial correlations analysis indicated that the relationship remained significant even when the effects of general ability variables such as IQ were controlled.

Rumination as a Moderating Effect Between Math Computation and Executive Function Skills in Elementary Students

2020 ◽  
pp. 082957352097308
Author(s):  
Melissa Kang ◽  
Anne-Claude Bedard ◽  
Rhonda Martinussen
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Elementary Students ◽  
School Psychologists ◽  
Coping Strategy ◽  
Math Performance ◽  
Mathematical Ability ◽  
It Impacts ◽  
The Relationship ◽  
Insight Into

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students’ performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 ( n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs.

scholarly journals Interpreting Metaphor In Sidney Mohede’s Song Lyrics

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
F B Sumigar ◽  
M G Maru ◽  
I J C Tuerah
Keyword(s):  
Qualitative Research ◽  
Problem Based Learning ◽  
Mathematical Ability ◽  
Literary Context ◽  
Song Lyrics ◽  
Figurative Speech ◽  
Relationship Of ◽  
The Relationship

This research aimed at describing the metaphors used by the Mohede in the eight songs he wrote. As a qualitative research, this study rellied the data upon the lyrics of the chosen songs. The analysis applies theory of Lakoff and Johnson which divided metaphors into three types namely structural metaphor, orientational metaphor, and ontological metaphor. The analysis followed the steps of Bogdan and Biklen as follows identification, categorization, explanation, and interpretations of the findings. The result showed that the songs confirmed the existence the types of the metaphors such as structural metaphor, orientational metaphor and ontological metaphor. These findings implies a pivotal contribution of figurative speech particularly metaphor in communicating the meaning of a song. Thus, this study foreshadows a further research for comprehending the relationship of metaphor to song lyrics for both linguistic and literary context. Keywords: mathematical ability; students; Problem-Based Learning.

scholarly journals The Relation of Mathematics and Language Ability

2017 ◽  
Vol 13 (10) ◽  
pp. 152
Author(s):  
Wenna Wang ◽  
Caifang Jiang ◽  
Zhaolan Fan
Keyword(s):  
Language Ability ◽  
Mathematical Ability ◽  
Future Research ◽  
Research Directions ◽  
Main Research ◽  
Research Status ◽  
Future Research Directions ◽  
Relationship Of ◽  
The Relationship

How number is presented? Is it represented difference for different species? We first review behavioural and neuropsychological studies for the representation of different level of mathematical ability for animals, infants, lesion cases and images studies to demonstrate the relationship of mathematics and language. It can be included that 1) both humans and animals share an elemental number quantification system, which is without supporting by language ability; 2) the language ability is crucial to get higher mathematical ability. We then summarize the main research status for each line of studies. Finally, we outline recommendations for future research directions.

General Mathematical Ability Predicts PASAT Performance in MS Patients: Implications for Clinical Interpretation and Cognitive Reserve

2016 ◽  
Vol 22 (3) ◽  
pp. 375-378 ◽  
Author(s):  
Joshua Sandry ◽  
Jessica Paxton ◽  
James F. Sumowski
Keyword(s):  
Direct Effect ◽  
Cognitive Reserve ◽  
Cognitive Status ◽  
Mathematical Ability ◽  
Single Digit ◽  
Clinical Interpretation ◽  
Domain Specific ◽  
Adult Reading ◽  
Serial Addition ◽  
The Relationship

AbstractObjectives: The Paced Auditory Serial Addition Test (PASAT) is used to assess cognitive status in multiple sclerosis (MS). Although the mathematical demands of the PASAT seem minor (single-digit arithmetic), cognitive psychology research links greater mathematical ability (e.g., algebra, calculus) to more rapid retrieval of single-digit math facts (e.g., 5+6=11). The present study evaluated the hypotheses that (a) mathematical ability is related to PASAT performance and (b) both the relationship between intelligence and PASAT performance as well as the relationship between education and PASAT performance are both mediated by mathematical ability. Methods: Forty-five MS patients were assessed using the Wechsler Test of Adult Reading, PASAT and Calculation Subtest of the Woodcock-Johnson-III. Regression based path analysis and bootstrapping were used to compute 95% confidence intervals and test for mediation. Results: Mathematical ability (a) was related to PASAT (β=.61; p<.001) and (b) fully mediated the relationship between Intelligence and PASAT (β=.76; 95% confidence interval (CI95)=.28, 1.45; direct effect of Intelligence, β=.42; CI95=−.39, 1.23) as well as the relationship between Education and PASAT (β=2.43, CI95=.81, 5.16, direct effect of Education, β=.83, CI95=−1.95, 3.61). Discussion: Mathematical ability represents a source of error in the clinical interpretation of cognitive decline using the PASAT. Domain-specific cognitive reserve is discussed. (JINS, 2016, 22, 375–378)

scholarly journals SCIENCE PERFORMANCE AND SCHOLASTIC APTITUDE OF GRADE 9 LEARNERS

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Jennelyn I. Mingoa ◽  
Ferdinand T. Abocejo
Keyword(s):  
Reading Comprehension ◽  
Strong Association ◽  
Verbal Ability ◽  
Logical Reasoning ◽  
Mathematical Ability ◽  
Reasoning Ability ◽  
Scholastic Aptitude ◽  
The Relationship ◽  
Female Scholar ◽  
Science Performance

This study determined the relationship between scholastic aptitude comprised of reading comprehension, verbal ability, mathematical ability, logical reasoning ability, and visual manipulative skills and Science performance of Grade 9 learners in a privately run basic education institution in Lapu-lapu, Cebu, Philippines during the school year 2015-2016. Descriptive and correlational research designs were carried out to assess the relationship among the identified variables. The study anchored its framework on the Multiple Intelligence Theory and the Primary Mental Abilities Theory. Secondary data on learners’ Science performance, scholastic aptitude and selected demographic profile were considered. Findings revealed a strong association in reading comprehension and Science performance of both sexes between scholar and non-scholar leaners. Moderate direct correlations were noted between learners’ scholastic aptitude pertaining to verbal ability, mathematical ability, logical-reasoning ability and visual manipulative skills, and their science performance. Science performance statistically differed between male and female, and between scholar and non-scholar learners. Female scholar learners performed better than their male non-scholar counterparts in science. In conclusion, scholastic aptitude has bearing on achievement of female scholar learners with respect to their science performance. There is enough evidence to conclude that scholastic aptitude goes hand in hand with science performance. It is imperative then that parents and teachers should work together to develop learners’ scholastic aptitude particularly in reading comprehension to reduce if not eliminate, the sex gap in science performance of learners in the study area. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

Does Children's Memory for Addition Facts Predict General Mathematical Ability?

1995 ◽  
Vol 81 (1) ◽  
pp. 163-167 ◽  
Author(s):  
Colette Gray ◽  
Gerry Mulhern
Keyword(s):  
Response Times ◽  
Mathematical Ability ◽  
Single Digit ◽  
Simple Addition ◽  
Children's Memory ◽  
The Relationship ◽  
Addition Facts

In this paper are described data from a study of 10-yr.-old children's memory for simple addition facts and an investigation of the relationship between estimated automaticity and general mathematical ability. 21 children were each presented 100 single-digit addition combinations and their addition times analysed. Each child's automaticity for addition facts was estimated by considering the discrepancy between response times for tie and nontie combinations. Analysis indicated a significant correlation between automaticity and mathematical ability ( r = .45, p< .01).

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