Working memory and mathematics learning: A meta-analysis in early childhood

2016 ◽  
Vol 24 (10) ◽  
pp. 1556
Author(s):  
Li LI ◽  
Xin ZHOU ◽  
Liping GUO
Keyword(s):  
Working Memory ◽  
Early Childhood ◽  
Meta Analysis ◽  
Mathematics Learning ◽  
And Mathematics

Affect, Motivation, Working Memory, and Mathematics

2014 ◽  
Author(s):  
Alex M. Moore ◽  
Nathan O. Rudig ◽  
Mark H. Ashcraft
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Stereotype Threat ◽  
Outcome Measures ◽  
Mathematics Learning ◽  
Emotional Reactions ◽  
Attitudes And Beliefs ◽  
Choking Under Pressure ◽  
And Performance ◽  
And Mathematics

This article reviews the topics of affect, motivation, working memory, and their relationships to mathematics learning and performance. The underlying factors of interest, motivation, self-efficacy, and maths anxiety, as well as an approach concerning people’s beliefs about fixed versus malleable intelligence, can be grouped into an approach and an avoidance constellation of attitudes and beliefs, with opposite relationships to outcome measures of learning and mastery in maths. This article then considers the research on working memory, showing it to be central to arithmetic and maths processing, and also the principle mental component being disrupted by affective and emotional reactions during problem solving. After discussing the disruptive effects of maths anxiety, choking under pressure, and stereotype threat, the article closes with a brief consideration of how these affective disruptions might be minimized or eliminated.

scholarly journals Student Attitude and Mathematics Learning Success: A Meta-Analysis

2021 ◽  
Vol 14 (4) ◽  
pp. 209-222
Author(s):  
Harun Harun ◽  
◽  
Badrun Kartowagiran ◽  
Abdul Manaf ◽  
◽  
...  
Keyword(s):  
Meta Analysis ◽  
Mathematics Learning ◽  
Student Attitude ◽  
Learning Success ◽  
And Mathematics

An ontology of off-task behavior in a number activity: The body, space-time, and mathematics

2020 ◽  
pp. 146394912091716
Author(s):  
Lin Chen
Keyword(s):  
Early Childhood ◽  
Mathematics Learning ◽  
Space Time ◽  
The Body ◽  
Mathematical Ability ◽  
Early Childhood Mathematics ◽  
Dominant Discourse ◽  
Task Behavior ◽  
Conceptual Construction ◽  
And Mathematics

This article aims to interrogate the Cartesian rationality determining current early childhood mathematics by highlighting the irrational aspect of mathematics learning, which is usually underemphasized and even devalued by the dominant discourse. Using Deleuze and Guattari’s concept of refrain as the method, the article explores the unfolding emergence of a child’s off-task behavior in a number activity as it conceptualizes the child’s body in relation to its surroundings. The article also explores how this conceptualization of off-task behavior helps to rethink mathematical ability and conceptual construction in responding to and elaborating on research on embodied mathematics. Based on these explorations, the article hopes to contribute a strategy for the vision of adopting a more democratic manner in mathematics learning.

scholarly journals Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants

2021 ◽  
Author(s):  
Sara Caviola ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Jessica Mercader Ruiz ◽  
Dénes Szűcs ◽  
...  
Keyword(s):  
Working Memory ◽  
Math Anxiety ◽  
Meta Analysis ◽  
Sociodemographic Factors ◽  
Math Performance ◽  
Moderating Effects ◽  
Future Directions ◽  
And Mathematics ◽  
The Impact ◽  
The Relationship

AbstractThe relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.

scholarly journals Relationship between Cooperative learning method and Students’ Mathematics Learning Achievement: A Meta-Analysis Correlation

2020 ◽  
Vol 11 (1) ◽  
pp. 145-158
Author(s):  
Dafid Slamet Setiana ◽  
La Ili ◽  
Muhammad Irfan Rumasoreng ◽  
Anggit Prabowo
Keyword(s):  
Cooperative Learning ◽  
Effect Size ◽  
Quantitative Research ◽  
Meta Analysis ◽  
Mathematics Learning ◽  
Research Approach ◽  
Learning Method ◽  
Important Lesson ◽  
Learning Achievement ◽  
And Mathematics

An appropriate learning method can improve students’ learning achievement. The cooperative learning method encourages students to improve their mathematics learning achievement. Mathematics learning achievement is one indicator of achieving learning objectives. Mathematics is an important lesson to be learned and must be mastered by students. The purpose of this research was to analyze the effect size of the relationship between Cooperative learning method and mathematics learning achievement through meta-analysis quantitative research approach. In this research, the cooperative learning method serves as an independent variable, and mathematics learning achievement serves as the dependent variable. The data was obtained from the online database search results on Google Scholar in 2010-2020. The sample used was 16 research publications that have met the specified criteria. The data analysis technique used was the meta-analysis quantitative approach with correlation meta-analysis. The results showed that there was a positive and significant relationship (level of 5%) between the cooperative learning method and students’ mathematics learning achievement. The average effect size value was 0.15 in the range of 0.04 to 0.27 which was included in the low category. These results have proven the consistency of the findings of previous research. 

scholarly journals Relationship between student learning interest and mathematics learning achievement: A meta-analysis

2021 ◽  
Vol 12 (2) ◽  
pp. 437-446
Author(s):  
La Ili ◽  
Muhammad Irfan Rumasoreng ◽  
Anggit Prabowo ◽  
Dafid Slamet Setiana
Keyword(s):  
Student Learning ◽  
Meta Analysis ◽  
Mathematics Learning ◽  
Average Weight ◽  
Learning Achievement ◽  
Significance Level ◽  
Research Publications ◽  
And Mathematics ◽  
Internal And External Factors ◽  
Learning Interest

Mathematics is regarded as one of the most important lessons that any student must learn. Internal and external factors, in general, influence students' mathematics learning achievement. One of the internal factor variables is students’ learning interest in mathematics. Many research publications show that the variable of interest is strongly related to mathematics learning achievement, so this study aims to prove and quantify the size of the relationship between mathematics learning interest and mathematics learning achievement using quantitative meta-analysis research approaches. The independent variable is student learning interest, and the dependent variable is mathematical learning achievement. The data was acquired from an online database search on Google Scholar within the 2009 to 2019 timeframe. Thirty research publications that satisfied the required criteria were utilized as the sample. Data analysis uses a quantitative meta-analysis approach with a correlation meta-analysis. The findings revealed a favorable and substantial (5% significance level) link between learning interest and student mathematics learning achievement. The average weight value of effect size was 0.540 in the range of 0.430 to 0.640 in the medium category. These findings have demonstrated the consistency of previous researchers' conclusions. 

scholarly journals The Cognitive and Academic Benefits of Cogmed: A Meta-Analysis

2018 ◽  
Author(s):  
N Deniz Aksayli ◽  
Giovanni Sala ◽  
Fernand Gobet
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Meta Analysis ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Memory Training ◽  
Far Transfer ◽  
Near Transfer ◽  
Academic Benefits ◽  
And Mathematics

Cogmed Working Memory Training (CWMT) is a commercial cognitive-training program designed to foster working-memory capacity. Enhanced working-memory capacity is then supposed to increase one’s overall cognitive function and academic achievement. This meta-analysis investigates the effects of CWMT on cognitive and academic outcomes. The inclusion criteria were met by 50 studies (637 effect sizes).Highly consistent near-zero effects were estimated in far-transfer measures of cognitive ability (e.g., attention and intelligence) and academic achievement (language ability and mathematics). By contrast, slightly heterogeneous small to medium effects were observed in memory tasks (i.e., near transfer). Moderator analysis showed that this effect was weaker for near-transfer measures not directly related to the trained tasks. These results highlight that while near transfer occurs regularly, far transfer is rare or, possibly, nonexistent. Transfer thus appears to be a function of the degree of overlap between trained tasks and outcome tasks.

Working memory and mathematics in primary school children: A meta-analysis

2013 ◽  
Vol 10 ◽  
pp. 29-44 ◽  
Author(s):  
Ilona Friso-van den Bos ◽  
Sanne H.G. van der Ven ◽  
Evelyn H. Kroesbergen ◽  
Johannes E.H. van Luit
Keyword(s):  
Working Memory ◽  
Primary School ◽  
School Children ◽  
Meta Analysis ◽  
Primary School Children ◽  
And Mathematics

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.

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