TY - JOUR TI - Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety AU - Henschel, Sofie AU - Roick, Thorsten T2 - Learning and Individual Differences AB - The study examines whether mathematics performance, control beliefs (self-concept in mathematics), and value beliefs (regarding domain interest and achievement outcome) differentially relate to cognitive math anxiety (worry about failure) and affective math anxiety (nervousness) and, thus, support the differentiation between these two math anxiety components. A sample of 368 fourth grade students reported cognitive and affective math anxiety and self-perceived beliefs, and completed a mathematics test. Confirmatory factor analyses supported the differentiation between cognitive and affective math anxiety. Multivariate regression analyses on the cross-sectional data revealed that mathematics performance was differentially stronger negatively related to cognitive math anxiety than to affective math anxiety, whereas control beliefs related stronger negatively to affective as compared to cognitive math anxiety. Therefore, longitudinal studies should investigate whether these differential relation patterns also manifest in the long term and occur reciprocally, which may indicate differential developmental mechanisms and effects of cognitive and affective math anxiety. DA - 2017/04/01/ PY - 2017 DO - 10.1016/j.lindif.2017.03.009 DP - ScienceDirect VL - 55 SP - 97 EP - 107 J2 - Learning and Individual Differences SN - 1041-6080 UR - https://www.sciencedirect.com/science/article/pii/S1041608017300705 Y2 - 2024/02/20/13:28:32 KW - Mathematics achievement KW - Mathematics anxiety KW - Control beliefs KW - Elementary school students KW - Value beliefs ER - TY - JOUR TI - Evaluating the effectiveness of cognitive-behavioral therapy on math self-concept and math anxiety of elementary school students AU - Asanjarani, Faramarz AU - Zarebahramabadi, Mahdi T2 - Preventing School Failure: Alternative Education for Children and Youth AB - This study investigated the effectiveness of cognitive-behavioral therapy (CBT) on math anxiety and math self-concept in elementary school students using an experimental design. For this study, we selected 30 students with high mathematics anxiety and low mathematics self-concept from a larger sample of 142 elementary school students in Arak City, Iran. We randomly assigned participants to either the control or treatment group. The treatment group took part in a 12-session program based on a cognitive-behavioral approach. Math Anxiety Rating Scale (MARS) and PALMA math self-concept were used to measure math anxiety and mathematics self-concept. The finding shows that participants in the treatment group reported statistically lower mathematics anxiety and higher mathematics self-concept after participating in group sessions based on CBT intervention. DA - 2021/05/03/ PY - 2021 DO - 10.1080/1045988X.2021.1888685 DP - Taylor and Francis+NEJM VL - 65 IS - 3 SP - 223 EP - 229 SN - 1045-988X UR - https://doi.org/10.1080/1045988X.2021.1888685 Y2 - 2024/04/29/12:57:44 L1 - https://www.tandfonline.com/doi/pdf/10.1080/1045988X.2021.1888685 KW - mathematics anxiety KW - CBT KW - cognitive-behavioral therapy KW - mathematics self-concept KW - students ER - TY - JOUR TI - Reducing Math Anxiety in School Children: A Systematic Review of Intervention Research AU - Balt, Miriam AU - Börnert-Ringleb, Moritz AU - Orbach, Lars T2 - Frontiers in Education AB - Recent studies indicate that math anxiety (MA) can already be found in school-aged children. As early MA depicts a potential risk for developing severe mathematical difficulties and impede the socio-emotional development of children, distinct knowledge about how to reduce MA of school-aged children is of particular importance. Therefore, the goal of this systematic review is to summarize the existing body of research on MA interventions for children by identifying the approaches, designs, and characteristics as well as the effects of the interventions. DA - 2022/02/03/ PY - 2022 DO - 10.3389/feduc.2022.798516 DP - Frontiers VL - 7 J2 - Front. Educ. LA - English SN - 2504-284X ST - Reducing Math Anxiety in School Children UR - https://www.frontiersin.org/articles/10.3389/feduc.2022.798516 Y2 - 2024/04/29/11:35:21 L1 - https://www.frontiersin.org/articles/10.3389/feduc.2022.798516/pdf KW - Children KW - intervention KW - School KW - review KW - Math Anxiety ER - TY - JOUR TI - A meta-analysis of the relation between math anxiety and math achievement AU - Barroso, Connie AU - Ganley, Colleen M. AU - McGraw, Amanda L. AU - Geer, Elyssa A. AU - Hart, Sara A. AU - Daucourt, Mia C. T2 - Psychological Bulletin AB - Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, we found a small-to-moderate, negative, and statistically significant correlation (r = −.28) between math anxiety and math achievement. The relation was significant for all moderator subgroups, with the exception of the relation between math anxiety and assessments measuring the approximate number system. Grade level, math ability level, adolescent/adult math anxiety scales, math topic of anxiety scale, and math assessments were significant moderators of this relation. There is also a tendency for published studies to report significantly stronger correlations than unpublished studies, but overall, large, negative effect sizes are underreported. Our results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in Grades 3 through 5 and postsecondary school, is larger for math anxiety than for statistics anxiety and for certain math anxiety scales, and is smaller for math exam grades and samples selected for low math ability. This work supports future research efforts to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood. (PsycInfo Database Record (c) 2021 APA, all rights reserved) DA - 2021/// PY - 2021 DO - 10.1037/bul0000307 DP - APA PsycNet VL - 147 IS - 2 SP - 134 EP - 168 SN - 1939-1455 L1 - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8300863/pdf/nihms-1718491.pdf L2 - https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000307 KW - Students KW - Mathematics KW - Mathematics Achievement KW - Mathematical Ability KW - Mathematics Anxiety KW - Effect Size (Statistical) KW - Grade Level ER - TY - JOUR TI - Impact of a game-based intervention on fraction learning for fifth-grade students: A pre-registered randomized controlled study AU - Bhatia, Parnika AU - Le Diagon, Sarah AU - Langlois, Emma AU - William, Melissa AU - Prado, Jérôme AU - Gardes, Marie-Line T2 - Journal of Computer Assisted Learning AB - Background Digital game-based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game-based learning is mixed and research with rigorous research design and analyses are limited. Objective Here, in a pre-registered randomized controlled study, we investigated whether a fraction game designed collaboratively by educational experts and professional game developers may serve as a useful tool to enhance students' fraction knowledge. Methods We assigned French fifth graders to either an experimental group who used the game (n = 110) or a control group (n = 78) who received traditional instruction on fractions. Fraction knowledge was assessed pre- and post-intervention. Results Results show that students in the active control group had superior overall fraction performance than students in the experimental group at the end of intervention. However, the game had a positive effect on decimal learning. We also found a positive relation between game performance and overall fraction knowledge scores at post-test. Contribution The study highlights the importance of game metrics as indicators of personalized assessment tools. Given the increased usage of games in learning mathematics and the equivocal results on the effectiveness of these games, our study also highlights the importance of pre-registration and randomized controlled studies. DA - 2023/// PY - 2023 DO - 10.1111/jcal.12726 DP - Wiley Online Library VL - 39 IS - 1 SP - 49 EP - 62 LA - en SN - 1365-2729 ST - Impact of a game-based intervention on fraction learning for fifth-grade students UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12726 Y2 - 2024/04/29/12:22:30 KW - mathematics KW - fifth graders KW - fraction KW - game metrics KW - game-based learning ER - TY - CHAP TI - Towards an anthropology of the body AU - Blacking, John T2 - The anthropology of the body A2 - Blacking, John CY - Cambridge, MA DA - 1997/// PY - 1997 SP - 1 EP - 28 PB - Academic press ER - TY - JOUR TI - The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance AU - Carey, Emma AU - Hill, Francesca AU - Devine, Amy AU - Szücs, Dénes T2 - Frontiers in Psychology AB -

This review considers the two possible causal directions between mathematics anxiety (MA) and poor mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates anxiety levels and observes a change in mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and mathematics performance can influence one another in a vicious cycle.

DA - 2016/01/07/ PY - 2016 DO - 10.3389/fpsyg.2015.01987 DP - Frontiers VL - 6 J2 - Front. Psychol. LA - English SN - 1664-1078 ST - The Chicken or the Egg? UR - https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2015.01987/full Y2 - 2024/04/29/13:41:37 L1 - https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01987/pdf KW - working memory KW - Mathematics anxiety KW - mathematics performance KW - cognitive interference KW - debilitating anxiety KW - deficit theory KW - educational psychology ER - TY - JOUR TI - How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children AU - Cargnelutti, Elisa AU - Tomasetto, Carlo AU - Passolunghi, Maria Chiara T2 - Cognition and Emotion AB - Both general and math-specific anxiety are related to proficiency in mathematics. However, it is not clear when math anxiety arises in young children, nor how it relates to early math performance. This study therefore investigated the early association between math anxiety and math performance in Grades 2 and 3, by accounting for general anxiety and by further inspecting the prevalent directionality of the anxiety–performance link. Results revealed that this link was significant in Grade 3, with a prevalent direction from math anxiety to performance, rather than the reverse. Longitudinal analyses also showed an indirect effect of math anxiety in Grade 2 on subsequent math performance in Grade 3. Overall, these findings highlight the importance of monitoring anxiety from the early stages of schooling in order to promote proficient academic performance. DA - 2017/05/19/ PY - 2017 DO - 10.1080/02699931.2016.1147421 DP - Taylor and Francis+NEJM VL - 31 IS - 4 SP - 755 EP - 764 SN - 0269-9931 ST - How is anxiety related to math performance in young students? UR - https://doi.org/10.1080/02699931.2016.1147421 Y2 - 2024/01/26/13:20:00 L1 - https://www.tandfonline.com/doi/pdf/10.1080/02699931.2016.1147421 KW - Math anxiety KW - early assessment KW - general anxiety KW - math performance KW - math precursors ER - TY - JOUR TI - Do games reduce maths anxiety? A meta-analysis AU - Dondio, Pierpaolo AU - Gusev, Viacheslav AU - Rocha, Mariana T2 - Computers & Education AB - In this paper, we present the first meta-analysis of the efficacy of game-based interventions on reducing students’ levels of maths anxiety. After searching for randomised studies describing game-based interventions to reduce maths anxiety, 22 effect sizes with 913 participants described in 15 peer-review articles met the selection criteria. A random effects meta-analysis indicated a reduction of maths anxiety with a small effect size (mean effect size ES = −0.24, CI = [ − 0.47, −0.01]), marginally significant at 0.05 level but not robust to a leave-one-out sensitivity analysis. Several factors moderated the results: non-digital games were more effective, while digital games had a negligible mean effect size of ES = −0.10, CI = [ − 0.24, 0.03]. The effect size was also moderated by the total duration of the intervention, to the advantage of longer interventions, and by the type of gameplay: games had a greater effect on maths anxiety reduction when they promoted collaborative and social interactions. Such features were mainly present in non-digital games, while all bar one of the digital interventions used single-player games. The results obtained, which were particularly weak for digital games, indicated the need to develop and test games explicitly designed for maths-anxious students to increase the impact of game-based interventions. This will require investigation into the relationship between game features and maths anxiety through analysis of the behaviour of anxious and non-anxious students at play. Among the features that an anxiety-aware game could employ, we suggest collaborative gameplay, social interactions, adaptability, features promoting intrinsic motivation and embedding real-time measurements of maths anxiety in the game. DA - 2023/03/01/ PY - 2023 DO - 10.1016/j.compedu.2022.104650 DP - ScienceDirect VL - 194 SP - 104650 J2 - Computers & Education SN - 0360-1315 ST - Do games reduce maths anxiety? UR - https://www.sciencedirect.com/science/article/pii/S0360131522002214 Y2 - 2024/04/29/11:35:43 L2 - https://www.sciencedirect.com/science/article/pii/S0360131522002214?via%3Dihub KW - Meta-analysis KW - Maths anxiety KW - Game-based learning ER - TY - BOOK TI - Praxial music education: reflections and dialogues A3 - Elliott, David J. CN - MT1 .P712 2005 CY - New York DA - 2005/// PY - 2005 DP - Library of Congress ISBN SP - 336 LA - en PB - Oxford University Press SN - 978-0-19-513834-4 ST - Praxial music education L1 - https://hugoribeiro.com.br/area-restrita/Elliot-Praxial_music_education.pdf KW - Music KW - Instruction and study ER - TY - JOUR TI - Motor Constraints Shaping Musical Experience AU - Godøy, Rolf Inge T2 - Music Theory Online DA - 2018/09/01/ PY - 2018 DP - mtosmt.org VL - 24 IS - 3 LA - en UR - https://mtosmt.org/issues/mto.18.24.3/mto.18.24.3.godoy.html Y2 - 2024/06/14/09:28:26 L2 - https://mtosmt.org/issues/mto.18.24.3/mto.18.24.3.godoy.html ER - TY - JOUR TI - Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school AU - Gunderson, Elizabeth A. AU - Park, Daeun AU - Maloney, Erin A. AU - Beilock, Sian L. AU - Levine, Susan C. T2 - Journal of Cognition and Development AB - School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd graders’ (N = 634) math achievement, motivational frameworks, and math anxiety 2 times, 6 months apart. Cross-lagged path analyses showed reciprocal relations between math anxiety and math achievement and between motivational frameworks and math achievement. Entity motivational frameworks predicted higher math anxiety. High math achievement was a particularly strong predictor of lower math anxiety and less entity-oriented motivational frameworks. We concluded that reciprocal effects are already present in the first 2 years of formal schooling, with math achievement and attitudes feeding off one another to produce either a vicious or virtuous cycle. Improving both math performance and math attitudes may set children onto a long-lasting, positive trajectory in math. DA - 2018/01/01/ PY - 2018 DO - 10.1080/15248372.2017.1421538 DP - Taylor and Francis+NEJM VL - 19 IS - 1 SP - 21 EP - 46 SN - 1524-8372 UR - https://doi.org/10.1080/15248372.2017.1421538 Y2 - 2024/01/26/13:44:08 L1 - https://www.tandfonline.com/doi/pdf/10.1080/15248372.2017.1421538 ER - TY - JOUR TI - The Affective and Cognitive Dimensions of Math Anxiety: A Cross-National Study AU - Ho, Hsiu-Zu AU - Senturk, Deniz AU - Lam, Amy AU - Zimmer, Jules AU - Hong, Sehee AU - Okamoto, Yukari AU - Chiu, Sou-Yung AU - Nakazawa, Yasuo AU - Wang, Chang-Pei T2 - Journal for Research in Mathematics Education AB - In this study we focus on math anxiety, comparing its dimensions, levels, and relationship with mathematics achievement across samples of 6th-grade students from China, Taiwan, and the United States. The results of confirmatory factor analyses supported the theoretical distinction between affective and cognitive dimensions of math anxiety in all 3 national samples. The analyses of structural equation models provided evidence for the differential predictive validity of the 2 dimensions of math anxiety. Specifically, across the 3 national samples, the affective factor of math anxiety was significantly related to mathematics achievement in the negative direction. Gender by nation interactions were also found to be significant for both affective and cognitive math anxiety. DA - 2000/05/01/ PY - 2000 DO - 10.2307/749811 DP - ResearchGate VL - 31 SP - 362 J2 - Journal for Research in Mathematics Education ST - The Affective and Cognitive Dimensions of Math Anxiety L1 - https://www.researchgate.net/profile/Yukari-Okamoto/publication/272551676_The_Affective_and_Cognitive_Dimensions_of_Math_Anxiety_A_Cross-National_Study/links/59ed154d0f7e9bfdeb71ac6c/The-Affective-and-Cognitive-Dimensions-of-Math-Anxiety-A-Cross-National-Study.pdf L4 - https://www.researchgate.net/profile/Yukari-Okamoto/publication/272551676_The_Affective_and_Cognitive_Dimensions_of_Math_Anxiety_A_Cross-National_Study/links/59ed154d0f7e9bfdeb71ac6c/The-Affective-and-Cognitive-Dimensions-of-Math-Anxiety-A-Cross-National-Study.pdf ER - TY - CHAP TI - Implications of neurosciences and brain research for music teaching and learning AU - Hodges, D AU - Gruhn, W T2 - Oxford handbook of music education A2 - McPherson, Gary E. A2 - Welch, Graham F. CY - Oxford DA - 2012/// PY - 2012 VL - 1 SP - 205 EP - 223 PB - Oxford University UR - doi: 10.1093/oxfordhb/9780199730810.001.0001 ER - TY - JOUR TI - The influence of experiencing success in math on math anxiety, perceived math competence, and math performance AU - Jansen, Brenda R. J. AU - Louwerse, Jolien AU - Straatemeier, Marthe AU - Van der Ven, Sanne H. G. AU - Klinkenberg, Sharon AU - Van der Maas, Han L. J. T2 - Learning and Individual Differences AB - It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3–6) were distributed over a control and three experimental conditions in which they used the program for six weeks. Experimental conditions differed in pre-set success rate. Math anxiety, perceived math competence, and math performance were assessed before and after the practice period. Math anxiety scores improved equally in all conditions. Improvement on perceived math competence was modest. Math performance, however, only improved in the experimental conditions. Moreover, the higher the pre-set success rate, the more problems were attempted, and the larger the improvement in math performance, suggesting that success in math leads to more practice and thus to higher math performance. DA - 2013/04/01/ PY - 2013 DO - 10.1016/j.lindif.2012.12.014 DP - ScienceDirect VL - 24 SP - 190 EP - 197 J2 - Learning and Individual Differences SN - 1041-6080 UR - https://www.sciencedirect.com/science/article/pii/S1041608012001951 Y2 - 2024/04/08/11:34:21 KW - Perceived competence KW - Math anxiety KW - Arithmetic KW - Computer-adaptive practice KW - Math performance ER - TY - ELEC TI - Embodiment in Dalcroze Eurhythmics AU - Juntunen, Marja-Leena T2 - jultika.oulu.fi AB -

Abstract

The purpose of the present study was to interpret and understand the manifestation and meaning of embodiment in Dalcroze Eurhythmics. Dalcroze Eurhythmics is an approach to music education that builds on the ideas of Émile Jaques-Dalcroze and aims at developing musicianship in a broad sense. Following Maurice Merleau-Ponty’s philosophy, in this study embodiment refers to experiencing and knowing the world subjectively through the living body-subject. The perspective of embodiment accounts for how human beings think and act holistically and how the body can be considered a constitutive element of cognition and creativity. The research questions were formulated as follows: 1. What aspects of embodiment can be found in Dalcroze Eurhythmics? 2. What are the theoretical accounts in support of the practice of applying body movement in music education from the perspective of embodiment?

These questions have been approached through research material drawn from the essential writings of Jaques-Dalcroze, commentary books, articles and studies about Dalcroze Eurhythmics, and the talk of some selected Dalcroze master teachers. The dissertation is an overview of four substudies. In the theoretical substudies, the research questions have been examined in relation to the philosophical question of the body-mind in practical music education, and in dialogue with Merleau-Ponty’s notions and recent literature on embodiment.

From the perspective of embodiment, Dalcroze Eurhythmics primarily teaches habits of musical action or, more generally, ‘a bodily way of being in sound’, rather than a conceptual, or abstract knowledge of music. Equally, the study sheds light on the meaning and importance of consciously reflecting on ‘lived experience’. It illuminates how Dalcroze teaching engages embodiment in ways that aim to reinforce the mind-body connection and facilitate personified, holistic involvement and, thus, embodied learning. The study discusses how Dalcroze Eurhythmics offers a ground for examining music’s felt qualities and their relation to musical knowledge and how it turns our attention and interest towards students’ lived experiences in relation to musical practices. It challenges music educators to consider that musical learning can profitably make use of holistic bodily experiences and that bodily involvement can facilitate developing a wide range of kinds of musical knowing. Furthermore, the study offers a critical viewpoint and new vocabulary in music education for explaining the practice of Dalcroze teaching.

DA - 2004/10/12/ PY - 2004 LA - eng M3 - väitöskirja UR - https://oulurepo.oulu.fi/handle/10024/34615 Y2 - 2024/06/14/09:32:04 L1 - https://oulurepo.oulu.fi/bitstream/10024/34615/1/isbn951-42-7402-4.pdf ER - TY - JOUR TI - A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children AU - Khng, Kiat Hui T2 - Cognition and Emotion AB - A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was significant when comparing high-versus-low autonomic reactivity groups. Mediation analyses suggest that deep breathing reduces state anxiety in test-like situations, creating a better state-of-mind by enhancing the regulation of adaptive-maladaptive thoughts during the test, allowing for better performance. The quick and simple technique can be easily learnt and effectively applied by most children to immediately alleviate some of the adverse effects of test anxiety on psychological well-being and academic performance. DA - 2017/10/03/ PY - 2017 DO - 10.1080/02699931.2016.1233095 DP - Taylor and Francis+NEJM VL - 31 IS - 7 SP - 1502 EP - 1510 SN - 0269-9931 ST - A better state-of-mind UR - https://doi.org/10.1080/02699931.2016.1233095 Y2 - 2024/06/10/09:19:49 L1 - https://www.tandfonline.com/doi/pdf/10.1080/02699931.2016.1233095 KW - intervention KW - deep breathing KW - self-regulation KW - state anxiety KW - Test anxiety ER - TY - BOOK TI - Is language a music? writings on musical form and signification AU - Lidov, David T2 - Musical meaning and interpretation / Robert S. Hatten, editor CN - (Alma)9919622373506253 CY - Bloomington and Indianapolis DA - 2005/// PY - 2005 DP - Finna SP - 256 LA - eng PB - Indiana University Press SN - 978-0-253-34383-3 ST - Is language a music? N1 - Preface -- Prelude : is language a music? -- Structuralist perspectives : [introruction to part I] -- Structure and function in musical repetition -- The Allegretto of Beethoven's seventh -- Mediation as a principle of musical form : three examples -- Semiotic polemics : [introduction to part II] -- Nattiez's foundations for musical semiotics -- Our time with the druids : what (and how) we can recuperate from our obsession with segmental hierarchies and other "tree structures" -- Why we still need Peirce -- From gestures to discourses : [introduction to part III -- Mind and body in music -- Opera operta : realism and rehabilitation in La traviata -- A monument in song (1996) : Beverly (Buffy) Sainte-Marie's "Bury my heart at Wounded Knee" -- The messages of methods : [introduction part IV] -- Bartók the progressive -- The art of music theory and the aesthetic category of the possible -- Technique and signification in the twelve-tone method -- The project of abstraction and the persistence of the figure in twentieth-century music and painting : on the music of Elliott Carter, with a postscript on the ninth symphony of Beethoven -- Resisting representation : [introduction part V] -- Replaying my Voice mail KW - Beethoven, Ludwig van KW - Bury my heart at Wounded Knee KW - Fondements d'une sémiologie de la musique KW - La traviata KW - Lidov, David KW - Music KW - Music and language KW - musiikkisemiotiikka KW - musiksemiotik KW - Nattiez, Jean Jacques KW - Sainte-Marie, Buffy KW - Semiotics KW - Sinfoniat, nro 7, op. 92, A-duuri. Osa 2, Allegretto KW - Sinfoniat, nro 9, op. 125, d-molli KW - Verdi, Giuseppe KW - Voice mail ER - TY - JOUR TI - The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis AU - Ma, X AU - Xu, Jiangming T2 - Journal of Adolescence AB - Using data from the Longitudinal Study of American Youth (LSAY), we aimed to determine the causal ordering between mathematics anxiety and mathematics achievement. Results of structural equation modelling showed that, across the entire junior and senior high school, prior low mathematics achievement significantly related to later high mathematics anxiety, but prior high mathematics anxiety hardly related to later low mathematics achievement. Mathematics achievement was more reliably stable from year to year than mathematics anxiety. There were statistically significant gender differences in the causal ordering between mathematics anxiety and mathematics achievement. Prior low mathematics achievement significantly related to later high mathematics anxiety for boys across the entire junior and senior high school but for girls at critical transition points only. Mathematics anxiety was more reliably stable from year to year among girls than among boys. DA - 2004/04/01/ PY - 2004 DO - 10.1016/j.adolescence.2003.11.003 DP - ScienceDirect VL - 27 IS - 2 SP - 165 EP - 179 J2 - Journal of Adolescence SN - 0140-1971 ST - The causal ordering of mathematics anxiety and mathematics achievement UR - https://www.sciencedirect.com/science/article/pii/S0140197103001064 Y2 - 2024/02/01/06:42:15 L2 - https://www.sciencedirect.com/science/article/pii/S0140197103001064 ER - TY - JOUR TI - The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis AU - Namkung, Jessica M. AU - Peng, Peng AU - Lin, Xin T2 - Review of Educational Research AB - The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed. DA - 2019/06/01/ PY - 2019 DO - 10.3102/0034654319843494 DP - SAGE Journals VL - 89 IS - 3 SP - 459 EP - 496 LA - en SN - 0034-6543 ST - The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students UR - https://doi.org/10.3102/0034654319843494 Y2 - 2024/02/13/12:54:54 ER - TY - GEN TI - Perusopetuksen opetussuunnitelman perusteet 2014 AU - Opetushallitus DA - 2014/// PY - 2014 PB - Määräykset ja ohjeet 2014:96, Next Print Oy, Helsinki ER - TY - JOUR TI - Math anxiety and math achievement: The effects of emotional and math strategy training AU - Passolunghi, Maria Chiara AU - De Vita, Chiara AU - Pellizzoni, Sandra T2 - Developmental Science AB - Math anxiety (MA) is a specific feeling of tension generated by the manipulation of numerical stimuli in daily life and academic situations (Richardson & Suinn, 1972). This condition has significant repercussions on the individual's life at personal, social, and economic level. Literature on the topic of MA alleviation, however, is still scarce. This study aims at contributing to this field by addressing MA prevention in school-age children. We have developed two different training methods administered to two groups of fourth graders: (a) MA training focusing on identifying and copying with MA-related feelings (N = 76); and (b) Math strategy training focusing on supplementary exercises to enhance calculation strategies (N = 76). We also carried out a Control training involving a range of activities, such as reading comic strips, describing characters in the story, and combining text and images to obtain an original narrative text (N = 72). We evaluated the differential effects of these training methods on MA, general anxiety, and math achievement before and after the training. Results indicate that MA training contributes to a decrease in MA level, although it does not appear to affect math achievement; Math strategy training, on the other hand, results in far transfer on a reduction of MA level as well as near transfer on the improvement of math achievement. Data are discussed in terms of specific mechanisms underlying each type of training method, and with specific focus on the evaluation of educational and developmental opportunities linked to MA prevention and improvement of math abilities in school-age children. DA - 2020/11// PY - 2020 DO - 10.1111/desc.12964 DP - PubMed VL - 23 IS - 6 SP - e12964 J2 - Dev Sci LA - eng SN - 1467-7687 ST - Math anxiety and math achievement L2 - http://www.ncbi.nlm.nih.gov/pubmed/32159906 KW - Child KW - Humans KW - Schools KW - Mathematics KW - Achievement KW - training KW - math anxiety KW - Anxiety KW - primary school KW - Emotions KW - fourth-grade children KW - math abilities KW - math strategies and emotional factors ER - TY - JOUR TI - The Mathematics Anxiety Rating Scale: Psychometric data AU - Richardson, Frank C. AU - Suinn, Richard M. T2 - Journal of Counseling Psychology AB - Reports normative, reliability, and validity data for the Mathematics Anxiety Rating Scale (MARS), a measure of mathematics anxiety for use in treatment and research. Normative data were collected on a sample of 397 undergraduates. The instrument has high test-retest and internal consistency reliability. Evidence for validity comes from 3 studies in which MARS scores showed expected decreases following behavior therapy for mathematics anxiety, and a separate validity study in which MARS scores were found to correlate negatively with scores on a mathematics test. Possible uses of the instrument in treatment and research are discussed. (17 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved) DA - 1972/11// PY - 1972 DO - 10.1037/h0033456 DP - EBSCOhost VL - 19 IS - 6 SP - 551 EP - 554 J2 - Journal of Counseling Psychology SN - 0022-0167 ST - The Mathematics Anxiety Rating Scale UR - https://pc124152.oulu.fi:9443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1973-05788-001&site=ehost-live&scope=site AN - 1973-05788-001 Y2 - 2024/01/26/11:46:36 L1 - https://content.ebscohost.com/cds/retrieve?content=AQICAHiylJ_bvOB56hI8UzTN6Ryruh7a0kiIBN_ANwtaWYjmxwEy8zAWCqPi53rkAL843j9lAAAA4DCB3QYJKoZIhvcNAQcGoIHPMIHMAgEAMIHGBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJbHtNyYodZpqFpsggIBEICBmCqXi0jT53I3TPis-XHoIxJGnR6um7uX6xUzk4ANVpZiHAHXJeDEDskMSMU5BI8805TPYjZdP3jrZ92hJ6hpyQo_KdpVaXvD1Rh0oqvIlLdZRQDFJCZozRFAA27ySGOLVES6_QRaEjtwIgfNEdoxJEx06D83LDVF8_MVvcWTift96l22YQLfmdC1M7AWBHar1wUABfBJLeFw KW - Mathematics Education KW - Anxiety KW - college students KW - College Students KW - Mathematics Anxiety Rating Scale KW - normative & reliability & validity data KW - Rating Scales KW - Test Construction ER - TY - JOUR TI - Numeracy musical training for school children with low achievement in mathematics AU - Rodriguez, Indira Arias AU - Nascimento, Jessica Mendes do AU - Voigt, Marcos Felipe AU - Santos, Flávia Heloísa Dos T2 - Anales de Psicología / Annals of Psychology AB - Revista de las diversas áreas temáticas de la psicología científica que se publica desde 1984. Contiene artículos originales de investigación, en los ámbitos básicos, metodológicos y aplicados de la psicología. Journal of the various thematic areas of scientific psychology that has been published since 1984. It contains original research articles in the basic, methodological and applied areas of psychology. DA - 2019/08/02/ PY - 2019 DO - 10.6018/analesps.35.3.340091 DP - revistas.um.es VL - 35 IS - 3 SP - 405 EP - 416 LA - en SN - 1695-2294 UR - https://revistas.um.es/analesps/article/view/340091 AN - Quarterly Y2 - 2024/04/29/12:34:49 L1 - https://revistas.um.es/analesps/article/download/340091/270561 KW - academic journals KW - cognición numérica KW - Discalculia del Desarrollo KW - Entrenamiento musical KW - memoria operativa KW - publicacion academica KW - revistas cientificas KW - scholarly communication ER - TY - JOUR TI - A meta-analysis of math anxiety interventions AU - Sammallahti, Ellen AU - Finell, Jonatan AU - Jonsson, Bert AU - Korhonen, Johan T2 - The Journal of Numerical Cognition AB - The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g = -0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes. DA - 2023/07/31/ PY - 2023 DO - 10.5964/jnc.8401 DP - Åbo Akademi University VL - 9 IS - 2 SP - 346 EP - 362 SN - 2363-8761 L1 - https://jnc.psychopen.eu/index.php/jnc/article/download/8401/8401.pdf KW - meta-analysis KW - intervention KW - math anxiety KW - Mathematical performance ER - TY - JOUR TI - The neural, evolutionary, developmental, and bodily basis of metaphor AU - Seitz, Jay A. T2 - New Ideas in Psychology AB - We propose that there are four fundamental kinds of metaphor that are uniquely mapped onto specific brain “networks” and present preliterate (i.e., evolutionary, including before the appearance of written language in the historical record), prelinguistic (i.e., developmental, before the appearance of speech in human development), and extralinguistic (i.e., neuropsychological, cognitive) evidence supportive of this view. We contend that these basic metaphors are largely nonconceptual and entail (a) perceptual–perceptual, (b) cross-modal, (c) movement–movement, and (d) perceptual-affective mappings that, at least, in the initial stages of processing may operate largely outside of conscious awareness. In opposition to our basic metaphor theory (BmT), the standard theory (SmT) maintains that metaphor is a conceptual mapping from some base domain to some target domain and/or represents class-inclusion (categorical) assertions. The SmT captures aspects of secondary or conceptual metaphoric relations but not primary or basic metaphoric relations in our view. We believe our theory (BmT) explains more about how people actually recognize or create metaphoric associations across disparate domains of experience partly because they are “pre-wired” to make these links. DA - 2005/08/01/ PY - 2005 DO - 10.1016/j.newideapsych.2005.11.001 DP - ScienceDirect VL - 23 IS - 2 SP - 74 EP - 95 J2 - New Ideas in Psychology SN - 0732-118X UR - https://www.sciencedirect.com/science/article/pii/S0732118X05000280 Y2 - 2024/06/14/09:09:20 L1 - https://philpapers.org/archive/SEITNE.pdf L2 - https://www.sciencedirect.com/science/article/abs/pii/S0732118X05000280 KW - Embodied cognition KW - Brain and mind KW - Creativity KW - Metaphor KW - Unconscious ER - TY - JOUR TI - Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children AU - Sorvo, Riikka AU - Koponen, Tuire AU - Viholainen, Helena AU - Aro, Tuija AU - Räikkönen, Eija AU - Peura, Pilvi AU - Tolvanen, Asko AU - Aro, Mikko T2 - Learning and Individual Differences AB - The aim of this study is to examine the development of two separable aspects of math anxiety, anxiety about math-related situations and anxiety about failure in math, and their cross-lagged relationship with arithmetic achievement. The mean level of anxiety about math-related situations decreased among second, third, and fourth graders, and the level of anxiety about failure in math declined among third, fourth, and fifth graders. The rank-order of individuals was more stable in arithmetic achievement than in either aspect of math anxiety. Arithmetic achievement predicted later anxiety about failure in math, but neither aspect of math anxiety predicted later achievement. The results underline the importance of paying attention to math anxiety because anxiety about math-related situations seems to be as stable in primary school as it is in secondary school students. It is important to provide sufficient educational support and take into account affective factors related to learning from the beginning of schooling. DA - 2019/01/01/ PY - 2019 DO - 10.1016/j.lindif.2018.12.005 DP - ScienceDirect VL - 69 SP - 173 EP - 181 J2 - Learning and Individual Differences SN - 1041-6080 UR - https://www.sciencedirect.com/science/article/pii/S1041608018301936 Y2 - 2024/03/08/06:54:45 L1 - https://jyx.jyu.fi/bitstream/123456789/88064/2/A2-3.2.FINAL_DRAFT.pdf KW - Longitudinal study KW - Math anxiety KW - Mathematical skills KW - Primary school ER - TY - JOUR TI - Using Effect Size—or Why the P Value Is Not Enough AU - Sullivan, Gail M. AU - Feinn, Richard T2 - Journal of Graduate Medical Education AB - These statements about the importance of effect sizes were made by two of the most influential statistician-researchers of the past half-century. Yet many submissions to Journal of Graduate Medical Education omit mention of the effect size in quantitative studies while prominently displaying the P value. In this paper, we target readers with little or no statistical background in order to encourage you to improve your comprehension of the relevance of effect size for planning, analyzing, reporting, and understanding education research studies. DA - 2012/09/01/ PY - 2012 DO - 10.4300/JGME-D-12-00156.1 DP - Silverchair VL - 4 IS - 3 SP - 279 EP - 282 J2 - Journal of Graduate Medical Education SN - 1949-8349 UR - https://doi.org/10.4300/JGME-D-12-00156.1 Y2 - 2021/08/31/06:01:05 L4 - https://meridian.allenpress.com/jgme/article/4/3/279/200435/Using-Effect-Size-or-Why-the-P-Value-Is-Not-Enough ER - TY - JOUR TI - Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills AU - Tok, Şükran T2 - Metacognition and Learning AB - This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders’ mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public elementary schools. The data have been collected by administering the “Math Achievement Test”, “Metacognition Inventory” and the “Math Anxiety Scale”. The “KWL strategy” was used in teaching mathematics to the study group whereas the control group was taught using the “traditional method”. The results of the study showed that employing the “KWL strategy” in 6th grade mathematics can be effective in increasing achievement and metacognition while it was no efficient than the traditional method regarding the reduction of anxiety. DA - 2013/08/01/ PY - 2013 DO - 10.1007/s11409-013-9101-z DP - Springer Link VL - 8 IS - 2 SP - 193 EP - 212 J2 - Metacognition Learning LA - en SN - 1556-1631 UR - https://doi.org/10.1007/s11409-013-9101-z Y2 - 2024/04/29/12:50:48 KW - Metacognition KW - Math anxiety KW - Mathematics achievement KW - KWL strategy ER - TY - JOUR TI - The Effects of Teaching Mathematics Creatively on Academic Achievement, Attitudes towards Mathematics, and Mathematics Anxiety AU - Tok, Şükran T2 - International Journal of Innovation in Science and Mathematics Education AB - This study was conducted to examine the effects of teaching math creatively on 6th graders’ mathematics achievement, attitudes towards mathematics and mathematics anxiety. A pretest-post test control group quasi-experimental design was used in the study. The sample of the study was composed of 42 6th graders attending public elementary schools. The data have been collected by administering the “Math Achievement Test”, “Mathematics Attitude Scale” and the “Math Anxiety Scale”. “Teaching math creatively” was used in teaching mathematics to the experimental group whereas the control group was taught using the “traditional method”. The results of the study showed that employing “teaching math creatively” in 6th grade mathematics can be effective in increasing math achievement, attitudes towards math, and decreasing math anxiety. DA - 2015/12/09/ PY - 2015 DP - openjournals.library.sydney.edu.au VL - 23 IS - 4 LA - en SN - 2200-4270 UR - https://openjournals.library.sydney.edu.au/CAL/article/view/7887 Y2 - 2024/04/29/12:53:07 L1 - https://openjournals.library.sydney.edu.au/CAL/article/download/7887/10018 ER - TY - JOUR TI - Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance AU - Živković, Marija AU - Pellizzoni, Sandra AU - Doz, Eleonora AU - Cuder, Alessandro AU - Mammarella, Irene AU - Passolunghi, Maria Chiara T2 - Social Psychology of Education AB - Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with math enjoyment and math self-efficacy. Moreover, math anxiety was negatively associated with enjoyment in math and math self-efficacy, whereas math enjoyment was positively correlated with math self-efficacy. Hierarchical regression analysis showed a significant influence of math anxiety and math self-efficacy on math performance in fifth-grade students. Results are discussed in terms of a new perspective in emotional and motivational factors to train in school contexts. DA - 2023/06/01/ PY - 2023 DO - 10.1007/s11218-023-09760-8 DP - Springer Link VL - 26 IS - 3 SP - 579 EP - 601 J2 - Soc Psychol Educ LA - en SN - 1573-1928 ST - Math self-efficacy or anxiety? UR - https://doi.org/10.1007/s11218-023-09760-8 Y2 - 2024/06/07/11:44:09 L1 - https://link.springer.com/content/pdf/10.1007%2Fs11218-023-09760-8.pdf KW - Anxiety KW - Math performance KW - Enjoyment KW - Self-efficacy KW - Primary school students ER - TY - RPRT TI - Computer Assisted Automatization of Multiplication Facts Reduces Mathematics Anxiety in Elementary School Children AU - Wittman, Timothy K. AU - Marcinkiewicz, Henryk R. AU - Hamodey-Douglas, Stacie AB - Fourth grade elementary school children exhibiting high and low mathematics anxiety were trained on multiplication facts using the Math Builder Program, a computer program designed to bring their performance to the automaticity level. Mathematics anxiety, measured by the Mathematics Anxiety Rating Scale--Elementary version (MARS-E), was assessed before and after the students demonstrated automaticity level performance on the multiplication facts. Results showed that all of the students automatized the multiplication facts using computer training. Students in the high anxiety group averaged the greatest improvement in performance and were indistinguishable from the low anxiety group by the end of the automaticity training. The high anxiety girls, but not the high anxiety boys, significantly reduced their mathematics anxiety ratings. No significant change in mean anxiety ratings were detected for students in either of the low anxiety or the control groups. Results indicate that both high and low anxiety boys and girls achieved automaticity level performance of multiplication facts using computer assisted training, and training of multiplication facts to the automaticity level resulted in significant reductions of mathematics anxiety ratings. Results support the position that mathematics anxiety may result from a failure to learn or inadequate preparation in the mastery of fundamental skills. Implications of these findings for mathematics instruction and curricula development are discussed. (Contains 32 references.) (Author/AEF) DA - 1998/02// PY - 1998 DP - ERIC LA - en UR - https://eric.ed.gov/?id=ED423869 Y2 - 2024/06/18/08:30:45 L1 - http://files.eric.ed.gov/fulltext/ED423869.pdf KW - Academic Achievement KW - Mathematics Achievement KW - Elementary School Students KW - Curriculum Development KW - Mathematics Anxiety KW - Automation KW - Computer Assisted Instruction KW - Courseware KW - Elementary School Mathematics KW - Grade 4 KW - Instructional Effectiveness KW - Intermediate Grades KW - Mathematics Instruction KW - Mathematics Skills KW - Multiplication KW - Sex Differences KW - Skill Development KW - Student Attitudes ER - TY - CHAP TI - Different ways to measure math anxiety AU - Cipora, K. AU - Artemenko, C. AU - Nuerk, H.C. T2 - Mathematics Anxiety. What is Known and What is Still to be Understood A2 - Mammarella, I.C. A2 - Caviola, S. A2 - Dowker, A. DA - 2019/// PY - 2019 SP - 20 EP - 41 PB - Routledge ER - TY - JOUR TI - Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia AU - Kucian, Karin AU - Zuber, Isabelle AU - Kohn, Juliane AU - Poltz, Nadine AU - Wyschkon, Anne AU - Esser, Günter AU - von Aster, Michael T2 - Frontiers in Psychology AB -

Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (=negative math priming effect).We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.

DA - 2018/04/26/ PY - 2018 DO - 10.3389/fpsyg.2018.00263 DP - Frontiers VL - 9 J2 - Front. Psychol. LA - English SN - 1664-1078 UR - https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00263/full Y2 - 2024/06/24/09:59:51 L1 - https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00263/pdf KW - Children KW - Mathematics KW - Anxiety KW - Arithmetic KW - gender KW - Affective Priming KW - calculation KW - developmental dyscalculia ER - TY - JOUR TI - Effects of physically active maths lessons on children's maths performance and maths-related affective factors: Multi-arm cluster randomized controlled trial AU - Syväoja, Heidi J. AU - Sneck, Sirpa AU - Kukko, Tuomas AU - Asunta, Piritta AU - Räsänen, Pekka AU - Viholainen, Helena AU - Kulmala, Janne AU - Hakonen, Harto AU - Tammelin, Tuija H. T2 - British Journal of Educational Psychology AB - Background Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning. Aim We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects. Sample A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial. Methods The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects. Results Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01–.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile. Conclusions Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills. DA - 2024/// PY - 2024 DO - 10.1111/bjep.12684 DP - Wiley Online Library IS - 00 SP - 1 EP - 23 LA - en SN - 2044-8279 ST - Effects of physically active maths lessons on children's maths performance and maths-related affective factors UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12684 Y2 - 2024/06/24/11:03:10 L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/bjep.12684 L2 - https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12684 KW - physical activity breaks KW - anxiety KW - enjoyment KW - physically active learning KW - self-perceptions ER - TY - JOUR TI - Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety AU - Brunyé, Tad T. AU - Mahoney, Caroline R. AU - Giles, Grace E. AU - Rapp, David N. AU - Taylor, Holly A. AU - Kanarek, Robin B. T2 - Learning and Individual Differences AB - We examined the potential effectiveness of four brief interventions, three behavioral and one nutritional, for helping high math-anxious college students regulate negative emotions immediately prior to a time-pressured arithmetic test. Participants with low versus high math anxiety performed a timed arithmetic task after practicing one of three short-term breathing exercises promoting focused attention, unfocused attention, or worry, and after consuming either 0 or 200mg l-theanine. Overall, participants with high math anxiety underperformed relative to those with low math anxiety. This effect, however, was largely alleviated by a focused breathing exercise, which increased rated calmness and enhanced performance on the arithmetic test amongst those with high math anxiety. l-theanine supplementation showed only minimal effects. These results provide insights into the attentional mechanisms involved in regulating the negative emotions that lead to testing underperformance, and suggest that focused breathing exercises can be a useful, practical tool for helping address the negative impacts of math anxiety. DA - 2013/10/01/ PY - 2013 DO - 10.1016/j.lindif.2013.06.008 DP - ScienceDirect VL - 27 SP - 1 EP - 7 J2 - Learning and Individual Differences SN - 1041-6080 ST - Learning to relax UR - https://www.sciencedirect.com/science/article/pii/S1041608013000836 Y2 - 2024/06/24/12:00:29 L2 - https://www.sciencedirect.com/science/article/pii/S1041608013000836?via%3Dihub KW - -theanine KW - Executive control KW - Focused breathing KW - Math anxiety KW - Mindfulness ER - TY - JOUR TI - Suinn Mathematics Anxiety Rating Scale for Elementary School Students (MARS-E): Psychometric and Normative Data AU - Suinn, Richard M. AU - Taylor, Susan AU - Edwards, Ruth W. T2 - Educational and Psychological Measurement AB - The Suinn Mathematics Anxiety Rating Scale, Elementary Form (MARS-E) is described along with validity and reliability information. The scale is composed of 26 items which assess the degree to which students experience anxiety in specific life situations. Psychometric data were obtained on 1,119 fourth, fifth, and sixth graders from six schools. Results indicated that the MARS-E scores are significantly correlated with achievement scores from the Stanford Achievement Test on mathematics skills. Factor analysis identified two factors, named mathematics test anxiety, and mathematics performance evaluation anxiety. DA - 1988/12/01/ PY - 1988 DO - 10.1177/0013164488484013 DP - SAGE Journals VL - 48 IS - 4 SP - 979 EP - 986 LA - en SN - 0013-1644 ST - Suinn Mathematics Anxiety Rating Scale for Elementary School Students (MARS-E) UR - https://doi.org/10.1177/0013164488484013 Y2 - 2024/06/25/08:05:32 ER - TY - BLOG TI - FUNA - Functional Numeracy Assessment AU - Turun Yliopisto, Oppimisanalytiikan tutkimusinstituutti UR - https://www.oppimisanalytiikka.fi/ville/funa/ ER - TY - JOUR TI - Effects of Gender on Basic Numerical and Arithmetic Skills: Pilot Data From Third to Ninth Grade for a Large-Scale Online Dyscalculia Screener AU - Räsänen, Pekka AU - Aunio, Pirjo AU - Laine, Anu AU - Hakkarainen, Airi AU - Väisänen, Eija AU - Finell, Jonatan AU - Rajala, Teemu AU - Laakso, Mikko-Jussi AU - Korhonen, Johan T2 - Frontiers in Education AB - In this study, we analyzed the development and effects of gender on basic number skills from third to ninth grade in Finland. Because the international comparison studies have shown slightly different developmental trends in mathematical attainment for different language groups in Finland, we added the language of education as a variable in our analysis. Participants were 4,265 students from third to ninth grade in Finland, representing students in two national languages (Finnish, n = 2,833, and Swedish, n = 1,432). Confirmatory factor analyses showed that the subtasks in the dyscalculia screener formed two separate factors, namely, number-processing skills and arithmetic fluency. We found a linear development trend across age cohorts in both the factors. Reliability and validity evidence of the measures supported the use of these tasks in the whole age group from 9 to15 years. In this sample, there was an increasing gender difference in favor of girls and Swedish-speaking students by grade levels in number-processing skills. At the same time, boys showed a better performance and a larger variance in tasks measuring arithmetic fluency. The results indicate that the gender ratio within the group with mathematical learning disabilities depends directly on tasks used to measure their basic number skills. DA - 2021/// PY - 2021 DP - Frontiers VL - 6 SN - 2504-284X ST - Effects of Gender on Basic Numerical and Arithmetic Skills UR - https://www.frontiersin.org/articles/10.3389/feduc.2021.683672 Y2 - 2024/02/20/13:30:37 L1 - https://www.frontiersin.org/articles/10.3389/feduc.2021.683672/pdf?isPublishedV2=False ER - TY - GEN TI - Väestön koulutusrakenne AU - Tilastokeskus DA - 2021/10/24/ PY - 2021 UR - https://pxdata.stat.fi/PxWeb/pxweb/fi/StatFin/StatFin__vkour/ ER - TY - JOUR TI - The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting AU - Ophuis-Cox, Fieke H. A. AU - Catrysse, Leen AU - Camp, Gino T2 - Applied Cognitive Psychology AB - Fluently retrieving simple multiplication facts leads to an improvement of overall math scores. In the current study, we investigated how to best reach this fluency in an authentic elementary school setting. We compared the short-term and long-term effects of the learning strategies retrieval practice (using flashcards) to a restudy control condition (chanting multiplication facts out loud) on multiplication fact fluency. Forty-eight second-grade pupils received an instruction lesson and attended three spaced practice sessions per learning strategy. The learning strategies were counterbalanced across two different sets of multiplication tables in a within-subjects design. A pre-test, a five-minute delay post-test, and a one-week delay post-test were administered. Compared to restudy, retrieval practice led to a stronger short-term and long-term increase in the fluency of retrieving multiplication facts. This study demonstrates the effectiveness of retrieval practice on gaining multiplication fact fluency in an authentic classroom setting using original course materials. DA - 2023/// PY - 2023 DO - 10.1002/acp.4141 DP - Wiley Online Library VL - 37 IS - 6 SP - 1463 EP - 1469 LA - en SN - 1099-0720 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/acp.4141 Y2 - 2024/06/27/18:20:37 L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/acp.4141 L2 - https://onlinelibrary.wiley.com/doi/10.1002/acp.4141 KW - elementary school KW - classroom setting KW - learning strategies KW - multiplication facts KW - retrieval practice ER - TY - JOUR TI - Elementary math in elementary school: the effect of interference on learning the multiplication table AU - Dotan, Dror AU - Zviran-Ginat, Sharon T2 - Cognitive Research: Principles and Implications AB - Memorizing the multiplication table is a major challenge for elementary school students: there are many facts to memorize, and they are often similar to each other, which creates interference in memory. Here, we examined whether learning would improve if the degree of interference is reduced, and which memory processes are responsible for this improvement. In a series of 16 short training sessions over 4 weeks, first-grade children learned 16 multiplication facts—4 facts per week. In 2 weeks the facts were dissimilar from each other (low interference), and in 2 control weeks the facts were similar (high interference). Learning in the low-similarity, low-interference weeks was better than in the high-similarity weeks. Critically, this similarity effect originated in the specific learning context, i.e., the grouping of facts to weeks, and could not be explained as an intrinsic advantage of certain facts over others. Moreover, the interference arose from the similarity between facts in a given week, not from the similarity to previously learned facts. Similarity affected long-term memory—its effect persisted 7 weeks after training has ended; and it operated on long-term memory directly, not via the mediation of working memory. Pedagogically, the effectiveness of the low-interference training method, which is dramatically different from currently used pedagogical methods, may pave the way to enhancing how we teach the multiplication table in school. DA - 2022/12/02/ PY - 2022 DO - 10.1186/s41235-022-00451-0 DP - BioMed Central VL - 7 IS - 1 SP - 101 J2 - Cognitive Research: Principles and Implications SN - 2365-7464 ST - Elementary math in elementary school UR - https://doi.org/10.1186/s41235-022-00451-0 Y2 - 2024/06/27/18:09:31 L1 - https://cognitiveresearchjournal.springeropen.com/counter/pdf/10.1186/s41235-022-00451-0 L2 - https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-022-00451-0 KW - Long-term memory KW - Math teaching methods KW - Multiplication table KW - Proactive interference ER - TY - CHAP TI - Chapter 18 - Hypersensitivity-to-Interference in Memory as a Possible Cause of Difficulty in Arithmetic Facts Storing AU - Noël, Marie-Pascale AU - De Visscher, Alice T2 - Heterogeneity of Function in Numerical Cognition A2 - Henik, Avishai A2 - Fias, Wim AB - Difficulty in memorizing arithmetic facts is a common problem encountered in people suffering from dyscalculia. We suggest that hypersensitivity-to-interference in memory could account for this profile of difficulty. We first report the description of a patient showing a deficit in storing multiplication facts together with a hypersensitivity-to-interference. We hypothesized that similarity between arithmetic facts would provoke interference and that learners who are hypersensitive-to-interference would encounter difficulties in storing arithmetic facts in memory. This hypothesis was first tested in fourth-grade children: Children with weak arithmetic facts learning showed higher sensitivity-to-interference in memory compared with the control group. We then showed in adults that this hypothesis specifically explained difficulties in arithmetic facts solving but not in a global math test. Finally, we created a measure of the proactive interference weight for each multiplication problem and showed that it accounted for both difference of performance between the problems and between individuals. DA - 2018/01/01/ PY - 2018 DP - ScienceDirect SP - 387 EP - 408 PB - Academic Press SN - 978-0-12-811529-9 UR - https://www.sciencedirect.com/science/article/pii/B9780128115299000182 Y2 - 2024/06/27/18:09:02 L2 - https://www.sciencedirect.com/science/article/abs/pii/B9780128115299000182?via%3Dihub KW - Children KW - Memory KW - Dyscalculia KW - Inhibition KW - Arithmetic fact KW - Interference KW - Patient ER - TY - JOUR TI - Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem AU - Müller, Christian AU - Otto, Barbara AU - Sawitzki, Viktoria AU - Kanagalingam, Priyanga AU - Scherer, Jens-Steffen AU - Lindberg, Sven T2 - Trends in Neuroscience and Education AB - Background Although breaks are essential to restoring cognitive and psychological conditions for learning, short breaks within school lessons are not established and the specificity of effects has not often been investigated. Therefore, the effects of a physical activity (Study 1) and a mindfulness intervention (Study 2) were investigated. Procedure By an intervention-control group design, the effects of daily 10-min physical activity (Study 1: N = 162, 4th grade) and mindfulness breaks (Study 2: N = 79, 5th grade) were implemented within regular school lessons over a 2-week time period to research the impact on attention, reading comprehension, and self-esteem. Results In the physical activity intervention children's attention improved (attention-processing speed: p < .004, ηp2 = .05, attention-performance: p < .025, ηp2 = .03), and in the mindfulness intervention reading comprehension improved (p < .012, ηp2 = .08) compared to the controls. Results further indicated that self-esteem moderated the relationship between groups and attention improvement in study 1. Conclusion Classroom-based short physical and mindfulness breaks could support attention and reading comprehension, which are known to support overall academic success. DA - 2021/12/01/ PY - 2021 DO - 10.1016/j.tine.2021.100160 DP - ScienceDirect VL - 25 SP - 100160 J2 - Trends in Neuroscience and Education SN - 2211-9493 ST - Short breaks at school UR - https://www.sciencedirect.com/science/article/pii/S2211949321000120 Y2 - 2024/06/27/17:56:24 L1 - https://refubium.fu-berlin.de/bitstream/fub188/33066/1/1-s2.0-S2211949321000120-main.pdf L2 - https://www.sciencedirect.com/science/article/pii/S2211949321000120 KW - Physical activity KW - Attention KW - Reading comprehension KW - Mindfulness KW - Classroom-based intervention KW - Self-esteem ER - TY - JOUR TI - Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety AU - Brunyé, Tad T. AU - Mahoney, Caroline R. AU - Giles, Grace E. AU - Rapp, David N. AU - Taylor, Holly A. AU - Kanarek, Robin B. T2 - Learning and Individual Differences AB - We examined the potential effectiveness of four brief interventions, three behavioral and one nutritional, for helping high math-anxious college students regulate negative emotions immediately prior to a time-pressured arithmetic test. Participants with low versus high math anxiety performed a timed arithmetic task after practicing one of three short-term breathing exercises promoting focused attention, unfocused attention, or worry, and after consuming either 0 or 200mg l-theanine. Overall, participants with high math anxiety underperformed relative to those with low math anxiety. This effect, however, was largely alleviated by a focused breathing exercise, which increased rated calmness and enhanced performance on the arithmetic test amongst those with high math anxiety. l-theanine supplementation showed only minimal effects. These results provide insights into the attentional mechanisms involved in regulating the negative emotions that lead to testing underperformance, and suggest that focused breathing exercises can be a useful, practical tool for helping address the negative impacts of math anxiety. DA - 2013/10/01/ PY - 2013 DO - 10.1016/j.lindif.2013.06.008 DP - ScienceDirect VL - 27 SP - 1 EP - 7 J2 - Learning and Individual Differences SN - 1041-6080 ST - Learning to relax UR - https://www.sciencedirect.com/science/article/pii/S1041608013000836 Y2 - 2024/06/27/17:32:58 L2 - https://www.sciencedirect.com/science/article/abs/pii/S1041608013000836 KW - -theanine KW - Executive control KW - Focused breathing KW - Math anxiety KW - Mindfulness ER - TY - JOUR TI - The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence AU - Schonert-Reichl, Kimberly A. AU - Lawlor, Molly Stewart T2 - Mindfulness AB - We report the results of a quasi-experimental study evaluating the effectiveness of the Mindfulness Education (ME) program. ME is a theoretically derived, teacher-taught universal preventive intervention that focuses on facilitating the development of social and emotional competence and positive emotions, and has as its cornerstone daily lessons in which students engage in mindful attention training (three times a day). Pre- and early adolescent students in the 4th to 7th grades (N = 246) drawn from six ME program classrooms and six comparison classrooms (wait-list controls) completed pretest and posttest self-report measures assessing optimism, general and school self-concept, and positive and negative affect. Teachers rated pre- and early adolescents on dimensions of classroom social and emotional competence. Results revealed that pre- and early adolescents who participated in the ME program, compared to those who did not, showed significant increases in optimism from pretest to posttest. Similarly, improvements on dimensions of teacher-rated classroom social competent behaviors were found favoring ME program students. Program effects also were found for self-concept, although the ME program demonstrated more positive benefits for preadolescents than for early adolescents. Teacher reports of implementation fidelity and dosage for the mindfulness activities were high and teachers reported that they were easily able to integrate the mindful attention exercises within their classrooms. Theoretical issues linking mindful attention awareness to social and emotional competence and implications for the development of school-based interventions are discussed. DA - 2010/09/01/ PY - 2010 DO - 10.1007/s12671-010-0011-8 DP - Springer Link VL - 1 IS - 3 SP - 137 EP - 151 J2 - Mindfulness LA - en SN - 1868-8535 UR - https://doi.org/10.1007/s12671-010-0011-8 Y2 - 2024/06/27/17:22:09 L1 - https://link.springer.com/content/pdf/10.1007%2Fs12671-010-0011-8.pdf KW - Adolescents KW - Mindfulness KW - Optimism KW - Prevention KW - Social competence ER - TY - JOUR TI - Mechanisms of mindfulness: Emotion regulation following a focused breathing induction AU - Arch, Joanna J. AU - Craske, Michelle G. T2 - Behaviour Research and Therapy AB - The current study investigated whether a 15min recorded focused breathing induction in a normal, primarily undergraduate population would decrease the intensity and negativity of emotional responses to affectively valenced picture slides and increase willingness to remain in contact with aversive picture slides. The effects of the focused breathing induction were compared with the effects of 15min recorded inductions of unfocused attention and worrying. The focused breathing group maintained consistent, moderately positive responses to the neutral slides before and after the induction, whereas the unfocused attention and worry groups responded significantly more negatively to the neutral slides after the induction than before it. The focusing breathing group also reported lower negative affect and overall emotional volatility in response to the post-induction slides than the worry group, and greater willingness to view highly negative slides than the unfocused attention group. The lower-reported negative and overall affect in response to the final slide blocks, and greater willingness to view optional negative slides by the focused breathing group may be viewed as more adaptive responding to negative stimuli. The results are discussed as being consistent with emotional regulatory properties of mindfulness. DA - 2006/12/01/ PY - 2006 DO - 10.1016/j.brat.2005.12.007 DP - ScienceDirect VL - 44 IS - 12 SP - 1849 EP - 1858 J2 - Behaviour Research and Therapy SN - 0005-7967 ST - Mechanisms of mindfulness UR - https://www.sciencedirect.com/science/article/pii/S0005796705002743 Y2 - 2024/06/27/17:17:24 L2 - https://www.sciencedirect.com/science/article/abs/pii/S0005796705002743 KW - Mindfulness KW - Behavioral willingness KW - Emotion regulation ER - TY - JOUR TI - Mindfulness: A proposed operational definition AU - Bishop, Scott R. AU - Lau, Mark AU - Shapiro, Shauna AU - Carlson, Linda AU - Anderson, Nicole D. AU - Carmody, James AU - Segal, Zindel V. AU - Abbey, Susan AU - Speca, Michael AU - Velting, Drew AU - Devins, Gerald T2 - Clinical Psychology: Science and Practice AB - There has been substantial interest in mindfulness as an approach to reduce cognitive vulnerability to stress and emotional distress in recent years. However, thus far mindfulness has not been defined operationally. This paper describes the results of recent meetings held to establish a consensus on mindfulness and to develop conjointly a testable operational definition. We propose a two-component model of mindfulness and specify each component in terms of specific behaviors, experiential manifestations, and implicated psychological processes. We then address issues regarding temporal stability and situational specificity and speculate on the conceptual and operational distinctiveness of mindfulness. We conclude this paper by discussing implications for instrument development and briefly describing our own approach to measurement. (PsycInfo Database Record (c) 2021 APA, all rights reserved) DA - 2004/// PY - 2004 DO - 10.1093/clipsy.bph077 DP - APA PsycNet VL - 11 IS - 3 SP - 230 EP - 241 SN - 1468-2850 ST - Mindfulness L2 - https://psycnet.apa.org/doiLanding?doi=10.1093%2Fclipsy.bph077 KW - Cognitive Processes KW - Mindfulness KW - Models KW - Behavior KW - Concepts KW - Experiences (Events) KW - Measurement KW - Psychological Terminology KW - Time ER - TY - JOUR TI - Effects of Gender on Basic Numerical and Arithmetic Skills: Pilot Data From Third to Ninth Grade for a Large-Scale Online Dyscalculia Screener AU - Räsänen, Pekka AU - Aunio, Pirjo AU - Laine, Anu AU - Hakkarainen, Airi AU - Väisänen, Eija AU - Finell, Jonatan AU - Rajala, Teemu AU - Laakso, Mikko-Jussi AU - Korhonen, Johan T2 - Frontiers in Education AB -

In this study, we analyzed the development and effects of gender on basic number skills from third to ninth grade in Finland. Because the international comparison studies have shown slightly different developmental trends in mathematical attainment for different language groups in Finland, we added the language of education as a variable in our analysis. Participants were 4,265 students from third to ninth grade in Finland, representing students in two national languages (Finnish, n = 2,833, and Swedish, n = 1,432). Confirmatory factor analyses showed that the subtasks in the dyscalculia screener formed two separate factors, namely, number-processing skills and arithmetic fluency. We found a linear development trend across age cohorts in both the factors. Reliability and validity evidence of the measures supported the use of these tasks in the whole age group from 9 to15 years. In this sample, there was an increasing gender difference in favor of girls and Swedish-speaking students by grade levels in number-processing skills. At the same time, boys showed a better performance and a larger variance in tasks measuring arithmetic fluency. The results indicate that the gender ratio within the group with mathematical learning disabilities depends directly on tasks used to measure their basic number skills.

DA - 2021/07/19/ PY - 2021 DO - 10.3389/feduc.2021.683672 DP - Frontiers VL - 6 J2 - Front. Educ. LA - English SN - 2504-284X ST - Effects of Gender on Basic Numerical and Arithmetic Skills UR - https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.683672/full Y2 - 2024/06/24/14:50:56 KW - Language KW - Mathematics KW - gender differences KW - Arithmetic fluency KW - Basic number skills KW - Learning disabilities KW - Number Sense KW - variance ratio ER - TY - JOUR TI - Effects of Gender on Basic Numerical and Arithmetic Skills: Pilot Data From Third to Ninth Grade for a Large-Scale Online Dyscalculia Screener AU - Räsänen, Pekka AU - Aunio, Pirjo AU - Laine, Anu AU - Hakkarainen, Airi AU - Väisänen, Eija AU - Finell, Jonatan AU - Rajala, Teemu AU - Laakso, Mikko-Jussi AU - Korhonen, Johan T2 - Frontiers in Education AB -

In this study, we analyzed the development and effects of gender on basic number skills from third to ninth grade in Finland. Because the international comparison studies have shown slightly different developmental trends in mathematical attainment for different language groups in Finland, we added the language of education as a variable in our analysis. Participants were 4,265 students from third to ninth grade in Finland, representing students in two national languages (Finnish, n = 2,833, and Swedish, n = 1,432). Confirmatory factor analyses showed that the subtasks in the dyscalculia screener formed two separate factors, namely, number-processing skills and arithmetic fluency. We found a linear development trend across age cohorts in both the factors. Reliability and validity evidence of the measures supported the use of these tasks in the whole age group from 9 to15 years. In this sample, there was an increasing gender difference in favor of girls and Swedish-speaking students by grade levels in number-processing skills. At the same time, boys showed a better performance and a larger variance in tasks measuring arithmetic fluency. The results indicate that the gender ratio within the group with mathematical learning disabilities depends directly on tasks used to measure their basic number skills.

DA - 2021/07/19/ PY - 2021 DO - 10.3389/feduc.2021.683672 DP - Frontiers VL - 6 J2 - Front. Educ. LA - English SN - 2504-284X ST - Effects of Gender on Basic Numerical and Arithmetic Skills UR - https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.683672/full Y2 - 2024/06/24/14:50:56 KW - Language KW - Mathematics KW - gender differences KW - Arithmetic fluency KW - Basic number skills KW - Learning disabilities KW - Number Sense KW - variance ratio ER - TY - JOUR TI - Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development AU - Kaskens, Jarise AU - Segers, Eliane AU - Goei, Sui Lin AU - van Luit, Johannes E. H. AU - Verhoeven, Ludo T2 - Teaching and Teacher Education AB - We examined to what extent children’s development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children’s math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children’s math development is needed. DA - 2020/08/01/ PY - 2020 DO - 10.1016/j.tate.2020.103096 DP - ScienceDirect VL - 94 SP - 103096 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X19320475 Y2 - 2024/06/24/13:01:11 L1 - https://repository.ubn.ru.nl//bitstream/handle/2066/220182/220182.pdf L2 - https://www.sciencedirect.com/science/article/abs/pii/S0742051X19320475 KW - Self-efficacy KW - Math development KW - Mathematical knowledge for teaching KW - Mathematics education KW - Self-beliefs KW - Teacher behavior ER - TY - JOUR TI - Achievement emotions and arithmetic fluency – Development and parallel processes during the early school years AU - Rawlings, Anna Maria AU - Niemivirta, Markku AU - Korhonen, Johan AU - Lindskog, Marcus AU - Tuominen, Heta AU - Mononen, Riikka T2 - Learning and Instruction AB - This study investigated the developmental trajectories and interrelationships of mathematics-related achievement emotions and arithmetic fluency from first to third grade, and the effects of these on third grade mathematics performance. Participants were 232 Norwegian students. Students’ emotions and arithmetic fluency were measured four times and mathematics performance once. Applying latent growth curve modeling, developmental patterns of decreasing enjoyment and increasing boredom were observed over time. The mean level of enjoyment remained fairly high, and of both boredom and anxiety quite low. Individual differences were observed in both the initial levels and development of all emotions and arithmetic fluency, indicating differences in developmental trajectories. Only the initial levels and rate of change in arithmetic fluency predicted mathematics performance at the third grade. DA - 2023/08/01/ PY - 2023 DO - 10.1016/j.learninstruc.2023.101776 DP - ScienceDirect VL - 86 SP - 101776 J2 - Learning and Instruction SN - 0959-4752 UR - https://www.sciencedirect.com/science/article/pii/S0959475223000452 Y2 - 2024/06/24/12:49:43 L1 - https://jyx.jyu.fi/bitstream/123456789/86417/1/1-s2.0-S0959475223000452-main.pdf L2 - https://www.sciencedirect.com/science/article/pii/S0959475223000452?via%3Dihub KW - Mathematics KW - Arithmetic KW - Achievement emotions KW - Primary school ER - TY - JOUR TI - Longitudinal relations between young students’ feelings about mathematics and arithmetic performance AU - Song, Charlene Shujie AU - Xu, Chang AU - Maloney, Erin A. AU - Skwarchuk, Sheri-Lynn AU - Di Lonardo Burr, Sabrina AU - Lafay, Anne AU - Wylie, Judith AU - Osana, Helena P. AU - Douglas, Heather AU - LeFevre, Jo-Anne T2 - Cognitive Development AB - Math anxiety is a common correlate of math performance for adults. Research on young children’s emotional reactions to math is limited, but critical for determining how math anxiety develops. Students (N = 244) completed math measures (i.e., number comparison, arithmetic fluency, and math problem solving) and math anxiety assessments twice, in grade 2 (Mage = 7.10) and a year later in grade 3. Math anxiety was significantly related to arithmetic fluency, but not to others. Longitudinally, arithmetic fluency in grade 2 predicted the change in math anxiety from grades 2 to 3, but not vice versa. The growth in math anxiety was related to arithmetic fluency for students with higher working memory scores, but this moderation effect of working memory was not significant after a multiple-comparisons correction. In sum, these findings are consistent with the view that math anxiety develops in some children in response to their experiences with mathematics. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.cogdev.2021.101078 DP - ScienceDirect VL - 59 SP - 101078 J2 - Cognitive Development SN - 0885-2014 UR - https://www.sciencedirect.com/science/article/pii/S0885201421000733 Y2 - 2024/06/24/12:39:38 L1 - https://pure.qub.ac.uk/files/247716039/Maths_anxiety_final.pdf L2 - https://www.sciencedirect.com/science/article/abs/pii/S0885201421000733?via%3Dihub KW - Children KW - Working memory KW - Math anxiety KW - Arithmetic KW - Cross-lagged analyses KW - Feelings about mathematics ER - TY - JOUR TI - Math anxiety and its relationship with basic arithmetic skills among primary school children AU - Sorvo, Riikka AU - Koponen, Tuire AU - Viholainen, Helena AU - Aro, Tuija AU - Räikkönen, Eija AU - Peura, Pilvi AU - Dowker, Ann AU - Aro, Mikko T2 - The British Journal of Educational Psychology AB - BACKGROUND: Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. AIMS: In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations. SAMPLE: The participants comprised 1,327 children at grades 2-5. METHODS: Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. RESULTS: Around one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers' questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders. CONCLUSIONS: As math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years. DA - 2017/09// PY - 2017 DO - 10.1111/bjep.12151 DP - PubMed VL - 87 IS - 3 SP - 309 EP - 327 J2 - Br J Educ Psychol LA - eng SN - 2044-8279 L1 - https://jyx.jyu.fi/bitstream/123456789/55247/1/finalfinaldraft.pdf L2 - http://www.ncbi.nlm.nih.gov/pubmed/28258597 KW - Child KW - Female KW - Humans KW - Male KW - Schools KW - Mathematics KW - Finland KW - mathematical skills KW - math anxiety KW - Anxiety KW - math anxiety assessment KW - primary school ER - TY - JOUR TI - Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety AU - Brunyé, Tad T. AU - Mahoney, Caroline R. AU - Giles, Grace E. AU - Rapp, David N. AU - Taylor, Holly A. AU - Kanarek, Robin B. T2 - Learning and Individual Differences AB - We examined the potential effectiveness of four brief interventions, three behavioral and one nutritional, for helping high math-anxious college students regulate negative emotions immediately prior to a time-pressured arithmetic test. Participants with low versus high math anxiety performed a timed arithmetic task after practicing one of three short-term breathing exercises promoting focused attention, unfocused attention, or worry, and after consuming either 0 or 200mg l-theanine. Overall, participants with high math anxiety underperformed relative to those with low math anxiety. This effect, however, was largely alleviated by a focused breathing exercise, which increased rated calmness and enhanced performance on the arithmetic test amongst those with high math anxiety. l-theanine supplementation showed only minimal effects. These results provide insights into the attentional mechanisms involved in regulating the negative emotions that lead to testing underperformance, and suggest that focused breathing exercises can be a useful, practical tool for helping address the negative impacts of math anxiety. DA - 2013/10/01/ PY - 2013 DO - 10.1016/j.lindif.2013.06.008 DP - ScienceDirect VL - 27 SP - 1 EP - 7 J2 - Learning and Individual Differences SN - 1041-6080 ST - Learning to relax UR - https://www.sciencedirect.com/science/article/pii/S1041608013000836 Y2 - 2024/06/27/17:32:58 KW - -theanine KW - Executive control KW - Focused breathing KW - Math anxiety KW - Mindfulness ER - TY - ELEC TI - Matematiikka-ahdistus ja sen yhteys matematiikan osaamiseen kolmannella luokalla AU - Känsäkoski, Mira AU - Mononen, Riikka T2 - Psykologia AB - Matematiikka-ahdistus on useissa tutkimuksissa liitetty heikompaan matematiikan osaamiseen. Tutkimusta alakouluikäisten oppilaiden matematiikka-ahdistuksesta ja sen yhteydestä matematiikan osaamiseen on kuitenkin vielä vähän. Tämä tutkimus... DA - 2024/04/30/ PY - 2024 LA - fi UR - http://www.psykologia.fi/uusin-numero/artikkelit/tieteelliset-artikkelit/1188-matematiikka-ahdistus-ja-sen-yhteys-matematiikan-osaamiseen-kolmannella-luokalla L2 - http://www.psykologia.fi/uusin-numero/artikkelit/tieteelliset-artikkelit/1188-matematiikka-ahdistus-ja-sen-yhteys-matematiikan-osaamiseen-kolmannella-luokalla ER -