Mathematics Performance of the Primary School Students: Attention and Shifting

Poorghorban, Maryam; Jabbari, Susan; Chamandar, F

doi:10.5539/jel.v7n3p117

Cited by 8 publications

(4 citation statements)

References 7 publications

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“…After reviewing publicly available databases, we found that the majority of studies on mathematical performance and achievement are focused on either primary or secondary education or both (see, e.g., [4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19]). Studies focusing on higher education (i.e., tertiary or post-secondary education), which is the subject of our research, are less represented (see Section 2.2).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Mathematics Achievement of University Students of Social Sciences

et al. 2020

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The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.

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Section: Introductionmentioning

confidence: 99%

Factors Influencing Mathematics Achievement of University Students of Social Sciences

et al. 2020

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“…This shows that even while the teachers' assessment was satisfactory, it was still a strong indication that they were doing their best to present the lesson. As posited by Poorghorban et al (2018), it is evident that arithmetic issues have a negative and significant impact on one's ability to comprehend and analyze the intricate facets of contemporary society. Given the prevalence of math disabilities, early diagnosis and problem-solving are essential.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Role in School Learning Action Cell and Learners’ Academic Performance

Jean A. Antig,

M. Ubayubay

2024

IJRP

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School Learning Action Cell is a group of teachers who lead group learning sessions to address common problems they face in the classroom. This study aimed to determine the teachers' role in School Learning Action Cell and Learners' Academic Performance which sought to answer the level of assessment on their roles in School Learning Action Cell and learners' academic performance. The respondents comprised (n=200) elementary teachers in Talakag-I District. The findings revealed that the participants dedicated their time to their duties inside the school learning action cell. It showed that learners' academic performance was rated as Very Satisfactory. This implies that SLAC played a huge role in the academic success of learners having a significant relationship between respondents' assessment of their roles and learners' academic performance in terms of Facilitator and Resource Person which has a significant impact on the academic achievement of Talakag-I District learners.

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“…These skills collaborate with components of executive functions to achieve good abilities in mathematics for students (Gilmore & Cragg, 2014). Previous studies reported that mathematical achievements influenced by working memory (Cragg, Richardson, Hubber, Keeble, & Gilmore, 2017), inhibition control (Gómez, Jiménez, Bobadilla, Reyes, & Dartnell, 2015) and shifting (Poorghorban, Jabbari, & Chamandar, 2018). Executive function low capacity as a predictor for students' difficulty in learning mathematics.…”

Section: Teachers' Understanding About Executive Function Toward Mathmentioning

confidence: 98%

Teachers’ Understanding About Executive Function Toward Mathematics

Siregar¹,

Wimbarti²,

Koesrohmaniah³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This study aims to explore teacher knowledge related to the skills involved in mathematics learning in the classroom and explore teacher knowledge about the important role of executive functions in mathematics learning. The method of this research was using a survey. The participants were 50 elementary school teachers asked to fill out a questionnaire about the importance of skills in several aspects: mathematics-specific (MS); executive function (EF); and other skills (OS) in mathematics learning. The results showed the importance of skills in all three aspects of mathematics learning. Teacher teaching experience has a significant effect on aspects of MS and OS but has no significant effect on aspects of EF's role. The frequency of training has a significant effect on all skills. Especially for EF which comprises items manipulate abstract information (MAI), stores and manipulate information in their head (SMITH), focusing on relevant information and avoiding distractions (FRIAD), It found that teaching experience only affected SMITH and BATF items, while training frequency affected all items. The findings support previous research results that report the important role of executive functions and other mathematical skills. This finding also showed the awareness of primary school teachers regarding the role of executive functions (EF) not based on length of employment but the emergence of an awareness of the importance of these skills after professional training, for example how to improve working memory for students mathematical learning difficulty. The recommendation for future research to design teacher teaching training based on executive function.

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Mathematics Performance of the Primary School Students: Attention and Shifting

Cited by 8 publications

References 7 publications

Factors Influencing Mathematics Achievement of University Students of Social Sciences

Factors Influencing Mathematics Achievement of University Students of Social Sciences

Teachers’ Role in School Learning Action Cell and Learners’ Academic Performance

Teachers’ Understanding About Executive Function Toward Mathematics

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