Category Archives: Research

Preschoolers’ executive functions following indoor and outdoor free play

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Periods of outdoor play that involve recommended amounts of physical activity may help young children engage executive functions when they return to the classroom.

Read all about it: HERE

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Test Anxiety Does Not Predict Exam Performance

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Do test-anxious students perform worse in exam situations than their knowledge would otherwise allow? We analyzed data from 309 medical students who prepared for a high-stakes exam using a digital learning platform. Using log files from the learning platform, we assessed students’ level of knowledge throughout the exam-preparation phase and their average performance in mock exams that were completed shortly before the final exam. The results showed that test anxiety did not predict exam performance over and above students’ knowledge level as assessed in the mock exams or during the exam-preparation phase. Leveraging additional ambulatory assessment data from the exam-preparation phase, we found that high trait test anxiety predicted smaller gains in knowledge over the exam-preparation phase. Taken together, these findings are incompatible with the hypothesis that test anxiety interferes with the retrieval of previously learned knowledge during the exam.

Read all about it: HERE

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Some are good at math, some lag behind, why?

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Students who have fallen behind should have twice as much instruction to engage in grade-level mathematics. And the time spent in math should be organic, rich, task-based teaching and learning. What this means is meaningful, personal experiences need to happen every day in math class. For example, a hands-on activity in math class, a story problem that is relevant to every student, or the students creating their own story problem with a teacher asking different types of questions to challenge the learners. All students need to see themselves as mathematicians so that they develop a personal connection to mathematics learning.

This article is republished from The Conversation, an independent nonprofit news site dedicated to sharing ideas from academic experts. It was written by: Frances E. Anderson, University of Nebraska Omaha. 

Read all about it: HERE

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Retrieval has been studied for ages

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Indeed recall practices have been studies way before Dyscalculia was ever known. The teacher toolkit brings the story about the earliest research about it from Ebiinghaus’s in 1897

Read all about it: HERE

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retrieval practice

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In a new 14-page paper, published by Zheng et al. (October 2022), research explores the inconsistency regarding the effect of working memory capacity on the testing effect – otherwise known as retrieval practice.

The typical finding is that in the final test (exam), items practised in the test condition (e.g. mock exam) are better than those in a restudy condition (day-to-day classroom).

Read all about it: HERE

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mathematical graphics

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The early childhood maths group brings us this story, looking at the marks children make and telling about how to make sense of them. Some of those marks actually turn into math language later.

Read all about it: HERE

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Classroom design for executive functioning

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Did you know that the way you set up your classroom can have an impact on how your students learn and make decisions throughout the day?

Read all about it: HERE

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About your working memory

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Research suggests that to make the most of our working memory, our brains need time to wander as well as to focus on a task, says science writer Surendra Verma

Read all about it: HERE

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Curiosity can boost your memory and creativity

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Recent research on the double-edged nature of curiosity is riding to the rescue. The work not only sheds light on its many benefits for learning and creativity, but also the reasons that it can lead us astray – and how we can make the most of this trait.

Read all about it: HERE

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A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in K-12 classrooms

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Great overview and analyses of the use of and effects of technology in math instruction.

Read all about it: HERE

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Spacing math problems and what it can do for your student

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Sets of mathematics problems are generally arranged in 1 of 2 ways. With blocked practice, all problems are drawn from the preceding lesson. With mixed review, students encounter a mixture of problems drawn from different lessons. Mixed review has 2 features that distinguish it from blocked practice: Practice problems on the same topic are distributed, or spaced, across many practice sets; and problems on different topics are intermixed within each practice set. A review of the relevant experimental data finds that each feature typically boosts subsequent performance, often by large amounts, although for different reasons. Spacing provides review that improves long-term retention, and mixing improves students’ ability to pair a problem with the appropriate concept or procedure. Hence, although mixed review is more demanding than blocked practice, because students cannot assume that every problem is based on the immediately preceding lesson, the apparent benefits of mixed review suggest that this easily adopted strategy is underused.

Read all about it: HERE

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Squeaky wheels

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Research shows girls with ADHD miss out on school support. The special needs jungle blog brings this story about how girls loose out on school support. They are considered the squeaky wheel and their other complaints are not recognized as much as with boys.

Read all about it: HERE

Can fish do math?

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Dr Butterworth wrote a book called “can fish count” ;Now a study from Germany’s University of Bonn tested the mathematical abilities of several freshwater stingrays. The researchers showed a fish a card containing four shapes, such as small circles or squares. All the shapes were blue. They then showed it two new cards: one with three blue shapes and one with five. If the fish touched its nose to the card with three shapes, it went away without a treat. Touching its nose to the card with five shapes, however, earned it a treat. Over time, the fish learned that blue shapes on the original card meant it needed to “add one” to the original number of shapes.

Read all about it: HERE

Suggestions to improve math for 7 to 14 year olds

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The Education Endowment Foundation has made recommendations where there are research findings that schools can use to make a significant difference to pupils’ learning, and have focused on the questions that appear to be most salient to practitioners. 

Read all about it: HERE

Retrieval practice

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Retrieval practice is essentially the process of generating an answer to a question. Not only does it allow students to test how much they have retained of a certain piece of information, it exercises their retrieval of it.

Research has shown that not only is retrieval practice a highly effective learning strategy, but also that its effects can be seen across many different disciplines, including vocabulary, maths and science.

There are many ways to apply retrieval practice practically, with strategies including:

  • Using past papers
  • Doing multiple-choice tests
  • Using flashcards
  • Answering questions out loud
  • Writing down everything you remember
  • Sketching your answer out

Read all about it: HERE

Your eyes can see more than just light

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Pupils don’t only detect light, they can perceive the amount of objects in a person’s field of vision.

Read all about it: HERE

Give good feedback, use the research

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In recent years, research has confirmed what most teachers already knew: providing students with meaningful feedback can greatly enhance learning and improve student achievement. Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of the study of learning, the role of feedback has always been central.

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Are All Brains Good at Math?

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Spoiler alert…. YES.

Math provokes dread in so many people—yet we are all born with a sense for numbers.

Read all about it: HERE

Learning disabled early death?

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Children with a learning disability in Scotland are more likely to die prematurely – often from treatable causes, a report has found.

The Scottish Learning Disability Observatory (SLDO) study found that 34% of these deaths were avoidable.

Previous research has found that adults with a learning disability were twice as likely to die from preventable illnesses.

Read all about it: HERE

Scan the brain for learning

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For hundreds of years, school and college exams have been used as practical tools to test students’ learning abilities across the globe. Interestingly, a team of researchers from Georgetown University has now claimed that brain scans provide a more accurate measure of students’ learning than the conventional grade or marks-based systems.

The question is how much the students will be able to apply the learning.

Read all about it: HERE

Dyscalculia research continues to grow

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The dyscalculia blog reminds us that the research into dyscalculia continues to grow and has some great recent findings. See them in the link for today.

Read all about it: HERE

Learning with a tablet

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Contrary to conventional belief, study shows children can learn how to solve a problem on a tablet computer and transfer this learning to the same problem in the physical world

Read all about it: HERE

Do not drill those time tables

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Read the scientific proof that drilling is not a good strategy.

Read all about it: HERE

Gestures help learning

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Susan Wagner Cook, an associate professor of psychological and brain sciences at the University of Iowa, has conducted numerous studies with various scenarios and it is confirmed that children learn better when they can see gestures while hearing the explanations.

Read all about it: HERE

How much do teachers know about fractions

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Well, SPOILERALERT, not much or at least not enough. See the report by Copur-Gencturk, Y. Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers.

Read all about it: HERE

YES manipulatives help when you teach math

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For those who were still not convinced about the effectivity of using manipulatives when teaching math, here is a robust overview study that proofs it all.

Read all about it: HERE

Fitter bodies have larger grey matter

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Researchers from the University of Granada (UGR) have proven, for the first time in history, that physical fitness in children may affect their brain structure, which in turn may have an influence on their academic performance.

More specifically, the researchers have confirmed that physical fitness in children (especially aerobic capacity and motor ability) is associated with a greater volume of grey matter in several cortical and subcortical brain regions.

In particular, aerobic capacity has been associated with greater grey matter volume in frontal regions (premotor cortex and supplementary motor cortex), subcortical regions (hippocampus and caudate nucleus), temporal regions (inferior temporal gyrus and parahippocampal gyrus) and the calcarine cortex. All of those regions are important for the executive function as well as for learning, motor and visual processes.

Read all about it: HERE

Let teens sleep some longer

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A later school start time could mean teens are more likely to get adequate amounts of sleep, according to Penn State researchers.

In a national study of urban teenagers, researchers found that high school start times after 8:30 a.m. increased the likelihood that teens obtained the minimum recommended amount of sleep, benefiting their overall health and well being.

“Teens starting school at 8:30 a.m. or later were the only group with an average time in bed permitting eight hours of sleep, the minimum recommended by expert consensus,” said lead author Orfeu Buxton, associate professor of biobehavioral health at Penn State. “Later school start times were associated with later wake times in our large, diverse sample.”

Read all about it: HERE

More baby math

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New research found that from as young 14 months, babies who hear counting realize that counting indicates quantity.

Read all about it: HERE

Math is everywhere

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The Development and Research in Mathematics Education network shares a wonderful summary of how you can bring your child to realize that math truly is everywhere around you.

Read all about it: HERE