Predictors of math achievement in the elementary school students grades 1-3

2018 ◽  
Vol 16 (3) ◽  
pp. 249-258 ◽  
Author(s):  
Haris Memisevic ◽  
Inga Biscevic ◽  
Arnela Pasalic
Keyword(s):  
Academic Success ◽  
Selective Attention ◽  
Inhibitory Control ◽  
Verbal Fluency ◽  
Math Achievement ◽  
Math Skills ◽  
School Students ◽  
Visual Motor Integration ◽  
Math Scores ◽  
Visual Motor

Early math skills are a good predictor of later academic success. Finding what factors influence math performance might help educators create better and more efficient math programs. The goal of the present study was to assess the relationship of math achievement and verbal fluency, selective attention, visual-motor integration and inhibitory control. An additional goal was to assess the effect of gender and grade on math achievement. The sample for this study comprised 210 children from grades 1 to 3 (107 boys, 103 girls). Children were individually administered a math test and tests of various predictor measures. The significant predictors of math achievement were verbal fluency, selective attention, visual-motor integration, and inhibitory control. The proposed model explained around 70% of the variance in the math scores. There were no gender differences in the math scores. Given the fact that all the predictors used in this study are very susceptible to inclusion in instruction, their incorporation in an early age curriculum might significantly improve math skills at a later age.

VERBAL FLUENCY AND ITS ASSOCIATION WITH INHIBITORY CONTROL IN CHILDREN GRADES 1-3

2018 ◽  
Vol 16 (4) ◽  
pp. 343-352
Author(s):  
Haris Memisevic ◽  
Sanja Soce ◽  
Lejla Kuralic Cisic ◽  
Inga Biscevic ◽  
Arnela Pasalic
Keyword(s):  
Academic Success ◽  
Inhibitory Control ◽  
Verbal Fluency ◽  
Developmental Trajectories ◽  
Semantic Fluency ◽  
Commission Errors ◽  
Reaction Test ◽  
Grade 3 ◽  
And Gender ◽  
School Period

Verbal fluency (VF) is a good indicator of a child’s academic prowess and later academic success. The goal of the present study was to examine the association between VF and inhibitory control. An additional goal was to examine the developmental trajectories of VF in relation to the grade and gender of the children. The sample for this study consisted of 210 children attending grades 1 to 3. Children’s performance was measured on two VF tasks: semantic fluency and phonological fluency. As a measure of inhibitory control we used a number of commission errors committed on the Multiple Choice Reaction Test. The results of this study indicate the lack of association between VF and inhibitory control. Children improved significantly in VF from grade 1 to grade 3. In relation to gender, girls outperformed boys on the test of phonological fluency but not on the test of semantic fluency. Given the importance of VF, these skills need to be tackled during the elementary school period and even earlier in preschool.

scholarly journals Cognitive Functions Mediate the Effect of Preterm Birth on Mathematics Skills in Young Children

2019 ◽  
Author(s):  
Julia Anna Adrian ◽  
Roger Bakeman ◽  
Natacha Akshoomoff ◽  
Frank Haist
Keyword(s):  
Preterm Birth ◽  
Inhibitory Control ◽  
Cognitive Functions ◽  
Phonological Processing ◽  
Mediating Effect ◽  
Early Mathematics ◽  
Visual Motor Integration ◽  
Mathematics Skills ◽  
Visual Motor ◽  
Number Skills

AbstractChildren born preterm are at risk for cognitive deficits and lower academic achievement. Notably, mathematics achievement is generally most affected. Here, we investigated the cognitive functions mediating early mathematics skills and how these are impacted by preterm birth. Healthy children born preterm (gestational age at birth < 33 weeks; n = 51) and children born full term (n = 27) were tested at ages 5, 6, and 7 years with a comprehensive battery of tests. We categorized items of the TEMA-3: Test for Early Mathematics Abilities Third Edition into number skills and arithmetic skills. Using multiple mediation models, we assessed how the effect of preterm birth on mathematics skills is mediated spatial working memory, inhibitory control, visual-motor integration, and phonological processing. Both number and arithmetic skills showed group differences, but with different developmental trajectories. The initial poorer performance observed in the preterm children decreased over time for number skills but increased for arithmetic skills. Phonological processing, visual-motor integration, and inhibitory control were poorer in children born preterm. These cognitive functions, particularly phonological processing, had a mediating effect on both types of mathematics skills. These findings help define and chart the trajectory of the specific cognitive skills directly influencing math deficit phenotypes in children born very preterm. This knowledge provides guidance for targeted evaluation and treatment implementation.

Developmental Test of Visual-Motor Integration and the Goodenough Draw-a-Man Test as Predictors of Academic Success

1976 ◽  
Vol 43 (2) ◽  
pp. 543-546 ◽  
Author(s):  
James B. Duffey ◽  
David R. Ritter ◽  
Mark Fedner
Keyword(s):  
Academic Success ◽  
Academic Functioning ◽  
Current Level ◽  
Second Grade ◽  
Predictive Utility ◽  
Stanford Achievement Test ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
Predictors Of Academic Success

At the inception of their kindergarten program 80 children were administered the Developmental Test of Visual-motor Integration and the Draw-A-Man. These same children, at the conclusion of second grade, received the Stanford Achievement Tests to obtain indices of their current level of academic functioning. Results indicated that, while the Developmental Test of Visual-motor Integration and the Draw-A-Man were both significant predictors of academic success in Grade 2 as measured by the Stanford Achievement Test total score, each measure accounted for only 93 % of the test variance. These tests then have little predictive utility; tests which are more educationally relevant may be better predictors of future academic success.

scholarly journals The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents

2017 ◽  
Vol 9 (1) ◽  
pp. 89 ◽  
Author(s):  
Hannelotte L. Timmerman ◽  
Sylke W.M. Toll ◽  
Johannes E.H Van Luit
Keyword(s):  
Achievement Motivation ◽  
Math Achievement ◽  
Math Anxiety ◽  
Significant Negative Correlation ◽  
Self Concept ◽  
Typically Developing ◽  
Math Skills ◽  
Speed Test ◽  
Math Scores ◽  
Positive Feelings

Abstract:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, relations, numbers, and scale), as well as automatized math skills. Furthermore, there was a significant negative correlation between math anxiety and math achievement in the math domain “scale”. Math anxiety was not a mediator in the correlation between math self-concept and math achievement. There was no correlation between achievement motivation, test anxiety, and math achievement. Regression analyses indicated that math self-concept was the only variable that accounted for a significant unique proportion of variance in math scores. Together, these results suggest that stimulating positive feelings and beliefs of students in their own competence in math may lead to better math achievement. La relación entre el autoconcepto matemático, la ansiedad ante las matemáticas y la motivación de logro en adolescentes de 12 a 14 años Resumen: En este estudio se examinó la relación entre el auto concepto matemático, la ansiedad ante los exámenes en matemáticas, la motivación de logro y el rendimiento matemático en adolescentes de desarrollo estándar (N = 108) de 12 a 14 años de un centro de educación secundaria en Holanda. Los datos fueron obtenidos a partir de una prueba de velocidad de resolución matemática, un test de motivación de logro y un cuestionario sobre su experiencia con las matemáticas. Se encontró una correlación positiva entre el auto concepto matemático y los resultados en matemáticas en los cuatro dominios evaluados (medidas, relaciones, numeración y escalas), así como con las habilidades matemáticas automatizadas. Igualmente se encontraron correlaciones negativas significativas entre la ansiedad ante las matemáticas y los resultados en esta materia para las tareas de escalas. La ansiedad matemática no resultó ser un mediador en la correlación entre auto concepto matemático y los resultados en matemáticas. Tampoco se encontró correlación entre motivación de logro, la ansiedad ante los exámenes y los resultados en matemáticas. El análisis de regresión indicó que el autoconcepto matemático fue la única variable que explicaba una proporción significativa de la varianza en los resultados en matemáticas. Teniendo en cuenta estos datos, se sugiere que la estimulación de creencias y sentimientos positivos de los estudiantes sobre su propia competencia en matemáticas, puede mejorar el rendimiento en esta materia.

Effects of Ambient Noise on the Measurement of Mathematics Achievement for Urban High School Students

2015 ◽  
Vol 53 (10) ◽  
pp. 1195-1209
Author(s):  
Bo Zhang ◽  
Regina Navejar
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Mathematics Achievement ◽  
Grade Point Average ◽  
Ambient Noise ◽  
Math Achievement ◽  
School Students ◽  
Grade Point ◽  
Score Difference ◽  
Achievement Measurement

Students from urban high schools are usually faced with adverse environmental factors in their pursuit of academic success. These factors make learning more challenging and may confound the measurement of academic performance itself. This study explores how one such factor, ambient noise, affects the measurement of mathematics achievement. Overall, about 40% of students were bothered by noise during testing. The more bothersome the noise is, the lower the math score tends to be. Noise coping explains about 10% of the test score difference, comparable with that by grade point average. These findings indicate a clear association between noise and math achievement measurement.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

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