Download or read book The Relations Between Working Memory and Mathematics Achievement of Children in the Primary Grades written by Irina Staykova Tzoneva and published by . This book was released on 2015 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the predictive relations between working memory in Kindergarten and mathematics achievement in first and second grade. The research is underpinned by Baddeley's model of working memory (Baddeley & Hitch, 1974; Baddeley, 1986, 1996, 2000) and places particular emphasis on the roles of the central executive and the phonological loop components of the working memory system. A sample consisted of 92 participants (age range: 4 years, 4 months to 6 years, 5 months). Measures of vocabulary, working memory, and phonological processing were administered to children in Kindergarten and their early numeracy, mathematics word-problem solving, and knowledge of mathematical concepts were assessed in first and second grade. Results from hierarchical regression analyses showed the central executive of Baddeley's model is important to explanations of children's early numeracy and their emerging knowledge of mathematical concepts, whereas processing affiliated with the phonological loop explains first grade early numeracy and second grade mathematics word-problem solving. Implications of the study findings for early screening for children at risk for mathematics learning disabilities are discussed.

Download or read book Mathematics Anxiety written by Irene C. Mammarella and published by Routledge. This book was released on 2019-02-18 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feelings of apprehension and fear brought on by mathematical performance can affect correct mathematical application and can influence the achievement and future paths of individuals affected by it. In recent years, mathematics anxiety has become a subject of increasing interest both in educational and clinical settings. This ground-breaking collection presents theoretical, educational and psychophysiological perspectives on the widespread phenomenon of mathematics anxiety. Featuring contributions from leading international researchers, Mathematics Anxiety challenges preconceptions and clarifies several crucial areas of research, such as the distinction between mathematics anxiety from other forms of anxiety (i.e., general or test anxiety); the ways in which mathematics anxiety has been assessed (e.g. throughout self-report questionnaires or psychophysiological measures); the need to clarify the direction of the relationship between math anxiety and mathematics achievement (which causes which). Offering a revaluation of the negative connotations usually associated with mathematics anxiety and prompting avenues for future research, this book will be invaluable to academics and students in the field psychological and educational sciences, as well as teachers working with students who are struggling with mathematics anxiety

Download or read book The Relationship Between Mathematics Achievement and Working Memory Across Education Level written by Naomi Elise Perlman Iguchi and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined the relationship between mathematics achievement and working memory and whether this relationship changes across levels of math education. In addition to the effect of working memory on overall math achievement, its effect on three specific areas of math achievement were investigated, including knowledge of basic math facts, calculation skills and application of math concepts. Participants included 136 children and adolescents (age 6-16) who had undergone a comprehensive psychological evaluation. Results indicate that greater auditory working memory capacity predicts a higher level of math achievement in all areas. Auditory working memory explained unique variance, above and beyond the contributions of verbal and nonverbal reasoning and processing speed, in overall math achievement, fact fluency and applied problems, but not calculation skills. The variance in achievement in overall math, fact fluency and calculation skills explained by variance in working memory remained stable across two age groups representing elementary and secondary levels of education. The relationship between these two constructs increased across age for applied problem solving skills. These results provide evidence for the theory that both elementary and secondary level math achievement rely on auditory working memory. Theoretical and practical implications of these results, as well as directions for future research, are discussed.

Download or read book Working Memory and Learning written by Susan Gathercole and published by SAGE. This book was released on 2008-01-09 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dr Tracy Alloway has been awarded the prestigious Joseph Lister Award from the British Science Association. ′The authors have written a guide for practitioners that is both highly practical, and yet based upon sound theoretical principles....This book achieves a successful, yet often elusive, link between theory, research and practice, and deserves to have a high readership. I will have no hesitation in recommending it to a range of readers′ - Jane Mott, Support for Learning ′This book fulfils its aim to explain working memory and the limits it places on children′s classroom learning. For teachers it gives a very clear guide and fills a gap in understanding that can only lead to more child-centred approaches to teaching and learning′ - Lynn Ambler, Support for Learning ′A clear and accessible account of current theory and research, which is then applied to children′s learning in the classroom....The range of strategies...are well grounded in theory derived from research and sit within a coherent conceptual model′ - The Psychologist ′An easy to read yet informative book that explains the concepts clearly and offers practitioners ways to support those with poor working memory in the classroom′ - SNIP `The topic of working memory nowadays tends to dominate discussions with teachers and parents, and both groups can helpfully be directed to this easy-to-read but serious text ... (it) is likely to prove a turning-point in the management and facilitation of hard-to-teach children. In a situation muddied by ever-multiplying syndromes and disorders, this book delivers a clarifying and reassuring isolation of the major cognitive characteristic that cuts across all the boundaries and leaves the class teacher and SENCO empowered. I think very highly of the book and shall be recommending it steadily′ - Martin Turner, Child Center for Evaluation and Teaching, Kuwait Susan Gathercole is winner of the British Psychological Society′s President′s Award for 2007 A good working memory is crucial to becoming a successful learner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom. This book provides a coherent overview of the role played by working memory in learning during the school years, and uses theory to inform good practice. Topics covered include: - the link between working memory skills and key areas of learning (such as literacy & numeracy) - the relationship between working memory and children with developmental disorders - assessment of children for working memory deficits - strategies for supporting working memory in under-performing children This accessible guide will help SENCOs, teachers, teaching assistants, speech and language therapists and educational psychologists to understand and address working memory in their setting.

Download or read book Working Memory and Academic Learning written by Milton J. Dehn and published by John Wiley & Sons. This book was released on 2011-01-04 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.

Download or read book Difficulties in Understanding Mathematics written by Onyebuchi Onwumere and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: It is commonly agreed that learning with understanding is more desirable than learning by rote. Understanding is described in terms of the way information is represented and structured in the memory. A mathematical idea or procedure or fact is understood if it is a part of an internal network, and the degree of understanding is determined by the number and the strength of the connections between ideas. When a student learns a piece of mathematical knowledge without making connections with items in his or her existing networks of internal knowledge, he or she is learning without understanding. Learning with understanding has progressively been elevated to one of the most important goals for all learners in all subjects. However, the realisation of this goal has been problematic, especially in the domain of mathematics where there are marked difficulties in learning and understanding. The experience of working with learners who do not do well in mathematics suggests that much of the problem is that learners are required to spend so much time in mathematics lessons engaged in tasks which seek to give them competence in mathematical procedures. This leaves inadequate time for gaining understanding or seeking how the procedures can be applied in life. Much of the satisfaction inherent in learning is that of understanding: making connections, relating the symbols of mathematics to real situations, seeing how things fit together, and articulating the patterns and relationships which are fundamental to our number system and number operations. Other factors include attitudes towards mathematics, working memory capacity, extent of field dependency, curriculum approaches, the classroom climate and assessment. In this study, attitudes, working memory capacity and extent of field dependency will be considered. The work will be underpinned by an information processing model for learning. A mathematics curriculum framework released by the US National Council of Teachers of Mathematics (NCTM, 2000) offers a research-based description of what is involved for students to learn mathematics with understanding. The approach is based on?how learners learn, not on?how to teach?, and it should enable mathematics teachers to see mathematics from the standpoint of the learner as he progresses through the various stages of cognitive development. The focus in the present study is to try to find out what aspects of the process of teaching and learning seem to be important in enabling students to grow, develop and achieve. The attention here is on the learner and the nature of the learning process. What is known about learning and memory is reviewed while the literature on specific areas of difficulty in learning mathematics is summarised. Some likely explanations for these difficulties are discussed. Attitudes and how they are measured are then discussed and there is a brief section of learner characteristics, with special emphasis on field dependency as this characteristic seems to be of importance in learning mathematics. The study is set in schools in Nigeria and England but the aim is not to make comparisons. Several types of measurement are made with students: working memory capacity and extent of field dependency are measured using well-established tests (digit span backward test and the hidden figure test). Performance in mathematics is obtained from tests and examinations used in the various schools, standardised as appropriate. Surveys and interviews are also used to probe perceptions, attitudes and aspects of difficulties. Throughout, large samples were employed in the data collection with the overall aim of obtaining a clear picture about the nature and the influence of attitudes, working memory capacity and extent of field dependency in relation to learning, and to see how this was related to mathematics achievement as measured by formal examination. The study starts by focussing on gaining an overview of the nature of the problems and relating these to student perception and attitudes as well as working memory capacity. At that stage, the focus moves more towards extent of field dependency, seen as one way by which the fixed and limited working memory capacity can be used more efficiently. Data analysis was in form of comparison and correlation although there are also much descriptive data. Some very clear patterns and trends were observable. Students are consistently positive towards the more cognitive elements of attitude to mathematics (mathematics is important; lessons are essential). However, they are more negative towards the more affective elements like enjoyment, satisfaction and interest. Thus, they are very realistic about the value of mathematics but find their experiences of learning it much more daunting. Attitudes towards the learning of mathematics change with age. As students grow older, the belief that mathematics is interesting and relevant to them is weakened, although many still think positively about the importance of mathematics. Loss of interest in mathematics may well be related to an inability to grasp what is required and the oft-stated problem that it is difficult trying to take in too much information and selecting what is important. These and other features probably relate to working memory overload, with field dependency skills area being important. The study identified clearly the topics which were perceived as most difficult at various ages. These topics involved ideas and concepts where many things had to be handled cognitively at the same time, thus placing high demands on the limited working memory capacity. As expected, working memory capacity and mathematics achievement relate strongly while extent of field dependency also relates strongly to performance. Performance in mathematics is best for those who are more field-independent. It was found that extent of field dependency grew with age. Thus, as students grow older (at least between 12 and about 17), they tend to become more field-independent. It was also found that girls tend to be more field-independent than boys, perhaps reflecting maturity or their greater commitment and attention to details to undertake their work with care during the years of adolescence. The outcomes of the findings are interpreted in terms of an information processing model. It is argued that curriculum design, teaching approaches and assessment which are consistent with the known limitations of the working memory must be considered during the learning process. There is also discussion of the importance of learning for understanding and the problem of seeking to achieve this while gaining mastery in procedural skills in the light of limited working memory capacity. It is also argued that positive attitudes towards the learning in mathematics must not only be related to the problem of limited working memory capacity but also to ways to develop increased field independence as well as seeing mathematics as a subject to be understood and capable of being applied usefully.

Download or read book The New IQ written by Tracy Packiam Alloway and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: IQ tests, which measure our ability to retain information, are out-dated. In the digital era, the new IQ is not about retaining knowledge, but managing it.

Download or read book The Development of Arithmetic Concepts and Skills written by Arthur J. Baroody and published by Routledge. This book was released on 2013-06-17 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: What is the nature of arithmetic expertise? How can instruction best promote it? Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues. As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including "normally" and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed "adaptive expertise" (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups. This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents).

Download or read book Working Memory Capacity written by Nelson Cowan and published by Psychology Press. This book was released on 2016-04-14 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.

Download or read book Contemporary Perspectives on Research in Motivation in Early Childhood Education written by Olivia Saracho and published by IAP. This book was released on 2019-03-01 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers from different disciplines (e.g., physiological, psychological, philosophical) have investigated motivation using multiple approaches. For example, in physiology (the scientific study of the normal function in living systems such as biology), researchers may use “electrical and chemical stimulation of the brain, the recording of electrical brain-wave activity with the electroencephalograph, and lesion techniques, where a portion of the brain (usually of a laboratory animal) is destroyed and subsequent changes in motivation are noted” (Petri & Cofer, 2017). Physiological studies mainly conducted with animals, other than humans, have revealed the significance of particular brain structures in the control of fundamental motives such as hunger, thirst, sex, aggression, and fear. In psychology, researchers may study the individuals’ behaviors to understand their actions. In sociology, researchers may examine how individuals’ interactions influence their behavior. For instance, in the classroom students and teachers behave in expected ways, which may differ when they are outside the classroom. Saracho (2003) examined the students’ academic achievement when they matched or mismatched their teachers’ way of thinking. She identified both the teachers and students individual differences and defined consistencies in their cognitive processes. In philosophy, researchers can study the individuals’ theoretical position such as supporting Maslow’s (1943) concept that motivation can create behaviors that augments motivation in the future. Abraham H. Maslow’s theory of self-actualization supports this theoretical position (Petri & Cofer, 2017). These areas and others are represented in this volume. This volume is devoted to understanding mutual and contemporary themes in the individuals’ motivation and its relationship to cognition. The current literature covers several methods to the multifaceted relationships between motivational and cognitive processes. Comprehensive reviews of the literature focus on prominent cognitive perspectives on motivation with young children, which includes ages from birth to eight years of age. The chapters in this special volume review and critically analyze the literature on several aspects of the relationships between motivational and cognitive processes and demonstrates the breadth and theoretical effectiveness of this domain. This brief introduction acknowledges the valuable contributions of these chapters to the study of human motivation. This volume can be a valuable tool to researchers who are conducting studies in the motivation field. It focuses on important contemporary issues on motivation in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the motivation literature.

Download or read book The Development of Working Memory written by Anik de Ribaupierre and published by Psychology Press. This book was released on 1994 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Special Issue of the International Journal of Behavioral Development brings together research on the development of working memory that arises within two quite different approaches.

Download or read book Psychological Studies in the Teaching Learning and Assessment of Mathematics written by Yiming Cao and published by Frontiers Media SA. This book was released on 2024-05-31 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.

Download or read book Working Memory and Education written by and published by Elsevier. This book was released on 2006-05-22 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychologists have been trying to understand the factors that underpin children's success and failure in different educational domains for many years. One psychological function that has been found to play an important role in educational achievement is 'working memory', the processes involved in the temporary maintenance and manipulation of information. This book provides the reader with an up-to-date review of the research that has identified how working memory relates to academic attainment in: reading, reading comprehension, arithmetic and writing, as well as looking at how children with difficulties relating to hearing impairment and attention deficits differ in terms of their working memory. Other chapters focus on how working memory is called upon in classroom settings, how working memory can be assessed, and approaches to remediation. The opening chapter of the book provides an account of working memory from the architect of the model that has dominated psychological theory for over two decades. This book is a valuable resource for psychologists, educationalists, and anyone seeking to understand more about the cognitive basis of educational achievement in children. * It brings together in one volume information that would normally be found in different sources * It brings together two disciplines that are highly relevant to one another (psychology and education) but not often linked directly * Provides psychologists with a perspective on educational practice * Provides educationalists with a well-established psychological framework for viewing educational phenomena * It provides information about up-to-date research techniques * It provides suggestions on how psychological theory can be translated into practice in educational settings

Download or read book The Cognitive Mechanism Underlying the Math Anxiety performance Relationship in Early Elementary School written by Gerardo Ramirez and published by . This book was released on 2013 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math anxiety in adults impacts performance in mathematics as well as motivation to enter STEM disciplines, irrespective of math competence. Less is known about the link between math anxiety and achievement in younger students, the cognitive mechanism(s) that underlie this relation, and the social factors that contribute to the development of math anxiety. Across three studies, I address whether children report math anxiety as early as 1st and 2nd grade, the cognitive mechanism(s) that underlie a relation between math anxiety and math achievement, and whether a child's teacher might contribute to his/her math anxiety and his/her math performance across the school year they share. A within-subjects pre/post design with students (Studies 1 and 2) and their respective teachers (Study 3) was used. In Study 1, I find that 1st and 2nd graders show variability in their self-reported feelings of math anxiety, and further that children's math anxiety relates to math but not reading achievement. To address why this is the case, I ask whether the math anxiety-achievement relation is moderated by individual differences in working memory capacity. I find that children with higher working memory (WM) counter-intuitively show a more distinct negative math anxiety-achievement relation compared to their lower WM counterparts. In Study 2, I replicate the results of Study 1 with a larger sample of students using both linear regression and hierarchical linear modeling to account for classroom variation in achievement. I also turn towards the literature on individual differences in problem solving strategies to put forth an account of why children with higher WM demonstrate a more pronounced math anxiety-achievement relation. Lastly, in Study 3, I examine whether teachers' math anxiety relates to their students' growth in math achievement and their students' math anxiety across the school year. I find that teacher math anxiety is a significant negative predictor of girls' (but not boys') change in math achievement from the beginning to the end of the school year. However, I do not find evidence for a relation between teacher math anxiety and student math anxiety. This work provides the first empirical evidence of children's math anxiety early in development and its relation to math performance. These results will inform interventions designed to safeguard students from the detrimental effects of math anxiety.

Download or read book Individual Differences in Arithmetic written by Ann Dowker and published by Routledge. This book was released on 2019-03-27 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: Arithmetic is still hugely important in many aspects of modern life, but our personal attitudes to it differ greatly. Many people struggle with the basic principles of arithmetic, whilst others love it and feel confident in their arithmetical abilities. Why are there so many individual differences in people’s performance in, and feelings about, arithmetic? Individual Differences in Arithmetic explores the idea that there is no such thing as arithmetical ability, only arithmetical abilities. The book discusses several important components of arithmetic, from counting principles and procedures to arithmetical estimation, alongside emotional and cognitive components of arithmetical performance. This edition has been extensively revised to include the latest research, including recent cross-cultural and cross-linguistic research, the development of new interventions for children with difficulties and studies of early foundations of mathematical abilities. Drawing on developmental, educational, cognitive and neuropsychological studies, this book will be essential reading for all researchers of mathematical cognition. It will also be of interest to educators and other professionals working within individuals with arithmetic deficits.

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book Short term and Working Memory written by Susan E. Gathercole and published by Psychology Press. This book was released on 2001 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue ponders a detailed and contemporary analysis of the theoretical underpinnings of short-term and working memory. Articles focus on short-term memory for phonological, semantic, and spatial material, on executive function and on short-term forgetting. The empirical perspectives include the neuroimaging of short-term memory, short-term memory development and the neuropsychology and neurobiology of memory, in addition to laboratory-based experimental studies. Together, these articles identify significant current models and approaches to short-term and working memory, providing a broad set of perspectives which illustrate the wide impact of working memory on the understanding of human cognition.