Predictors of math achievement in the elementary school students grades 1-3

Memišević, Haris; Biščević, Inga; Pasalic, Arnela

doi:10.5604/01.3001.0012.5915

Cited by 9 publications

(10 citation statements)

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“…In this research the gender differences in the math improvement were not found, meaning that girls and boys math abilities followed the similar trajectory. This finding is in line with other research in which there were no gender differences at an early school age (Memisevic, Biscevic, & Pasalic, 2018).…”

Section: Discussionsupporting

confidence: 93%

“…A plethora of research indicated the strong link between working memory and math achievement (Alloway & Alloway, 2010;Ashcraft & Krause, 2007;Raghubar, Barnes, & Hecht, 2010). Other factors predicting math achievement include verbal fluency, selective attention, visual motor integration, and inhibitory control (Memisevic, Biscevic, & Pasalic, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement

Slavkovic¹,

Memišević

2019

PEC

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Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement

Slavkovic¹,

Memišević

2019

PEC

Self Cite

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“…It was also hypothesized that the core executive functions measured with eFun and the EYT would predict school grades. The literature suggests that EFs positively associate with academic outcomes in school children (Bull and Scerif, 2001;St Clair-Thompson and Gathercole, 2006;Memisevic et al, 2018;Usai et al, 2018). In particular, working memory was expected to show the strongest positive correlation with academic outcomes (Bull and Scerif, 2001;St Clair-Thompson and Gathercole, 2006;Usai et al, 2018).…”

Section: The Current Study Evaluating Two New Child-friendly Executimentioning

confidence: 99%

“…Indeed, executive functions build a foundation for learning and academic success (Posner and Rothbart, 2007;Zelazo et al, 2016). Executive functions predict math, English and science achievements in school (Bull and Scerif, 2001;St Clair-Thompson and Gathercole, 2006;Memisevic et al, 2018;Usai et al, 2018). Research has shown that teachers value their students' EF capacities.…”

Section: Introductionmentioning

confidence: 99%

A Novel Approach to Measure Executive Functions in Students: An Evaluation of Two Child-Friendly Apps

et al. 2020

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Interest in measurement of children's executive functions has shown a major increase over the past two decades. The present study evaluates two new apps (EYT and eFun) for measuring executive functions in children. The results of this study show that children (aged 5-8) enjoy executive function assessment in the form of games on an iPad. However, only one executive function, EYT working memory, showed significant positive correlations with several types of grades (e.g., English and maths) in primary school students. New, self-assessed, child-friendly executive function measurement tools have the potential to provide future possibilities for teachers to integrate information on cognitive ability into student learning plans.

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“…Fluid reasoning is viewed as a cornerstone of human cognition and can be defined as the capacity to think logically and solve problems in novel situations (Ferrer et al, 2009). Additional factors related to mathematical abilities include selective attention, semantic fluency, inhibitory control and visual-motor integration (Memisevic et al, 2018). Many of these skills belong to the construct of executive functions.…”

Section: Introductionmentioning

confidence: 99%

The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

Biščević

Maleč

Memišević

2021

Šk. vjesn. (Online)

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The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p<0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students><0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

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Predictors of math achievement in the elementary school students grades 1-3

Cited by 9 publications

References 0 publications

Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement

Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement

A Novel Approach to Measure Executive Functions in Students: An Evaluation of Two Child-Friendly Apps

The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

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