A new study shows that although boys and girls showed more or less equal levels of math anxiety and performed similarly at the arithmetic task, correlation analyses showed that only in girls, math anxiety significantly correlated with math performance. Analyses investigating if math anxiety moderated the effect of gender and grade on math performance revealed significant differences between boys and girls. Higher levels of math anxiety only significantly and negatively moderated math performance in girls, with the greatest effect observed in 2nd grade girls.
Phrases that shutdown learners and prevent access:
This is so easy. You don't see that? This is so obvious. This is too hard for you. You should know that already. This is for the advanced group. Work with.. he/she is smart. The bonus question is only for those who finish.
Sometimes we get so caught up in the tactics that we forget to mention what a wonderful skill mental math is. Read in the link for today what it is and how it helps you and what you can do to help improve it in your children.
Interesting research into the mathematical abilities of people with Williams syndrome, Down syndrome, Autism Spectrum Disorders and Developmental Language Disorder has led to finding a more effective way to teach mathematical abilities to pre-schoolers.
There are a lot of reasons kids may not grasp certain subjects in school. The cause could be a specific learning disorder, like dyslexia in reading or dyscalculia in math. But, what if it may also all boil down to their personality?
Interesting research to find out if a failing numbersense system is the cause that Dyscalculics have trouble assessing the right quantities when size is varied or if it is a general problem with not being able to discard irrelevant information.
The researchers confirmed, it is probably the numbersense system so that means that looking at non numerical clues may help to cope with a less precise numbersense system.
When infants are playing with objects, their early attempts to pay attention to things are accompanied by bursts of high-frequency activity in their brain. But what happens when parents play together with them? New research, publishing December 13 in the open-access journal PLOS Biology, by Dr. Sam Wass of the University of East London in collaboration with Dr. Victoria Leong (Cambridge University and Nanyang Technological University, Singapore) and colleagues, shows for the first time that when adults are engaged in joint play together with their infant, their own brains show similar bursts of high-frequency activity. Intriguingly, these bursts of activity are linked to their baby’s attention patterns and not their own.
Students with disabilities make up about 13 percent of the public school student population, according to 2015-16 federal data. Because of the inclusion movement, which says that students with disabilities should be educated alongside their nondisabled peers, 63 percent of those millions of students with disabilities spend the majority of their day in general education classrooms.
An estimated 10% of the population are born with some kind of cognitive difference (in how they understand language, communication, numeracy etc.) that can result in an exclusion from the digital environment.
With more and more organisations driving towards digitisation, neurodiversity is becoming an increasingly important focus.
Researchers assessed the relation between 4-year-old children’s performance on a non-symbolic numerical comparison task, a non-symbolic approximate addition task, and a standardized symbolic math assessment. Our results indicate that ANS acuity and ANS manipulability each contribute unique variance to preschooler’s early math achievement, and this result holds after controlling for both IQ and executive functions. These findings suggest that there are multiple routes by which the ANS influences math achievement. Therefore, interventions that target both the precision and manipulability of the ANS may prove to be more beneficial for improving symbolic math skills compared to interventions that target only one of these factors.
Adults with dyscalculia often take longer when working with numbers and may be more prone to making mistakes in calculations. They can also experience higher levels of anxiety and frustration. It may be harder for adults with dyscalculia to learn and recall math facts, such as times tables.
Dyscalculia is what we call it when a child has trouble understanding, learning, and using numbers. Children with dyscalculia may have trouble reading and writing numbers, or using them to make sums. They may also find it hard to remember strings of numbers, for instance, a telephone number. As a learning difficulty, dyscalculia is a lot like dyslexia, but with numbers instead of letters, words, reading, and writing.
There are a number of reasons why children may not have good memories, and knowing them is an important step in helping your child have a better memory. In our link for today is a brief look at some the reasons for a lapse in memory in kids, including the recommended steps that should be taken to help the child.
how can design increase access and reduce friction for the widest number of people?
That was the challenge for the designers entering the contest. Eventually the team won with this project:
Dyscalculia impacts our ability to understand numbers, keep a schedule, tell time, and even be able to judge how far away an object is. Music and categorization exercises tend to help those with dyscalculia improve their skills. With this in mind, the team created a tool to help people with dyscalculia learn how to play music: a projection-mapping application that displays color on a piano keyboard and corresponding colors on digital sheet music.