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Education Sciences
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Mathematics Education and Implications to Educational Psychology
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Mathematics Education and Implications to Educational Psychology

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 34149

Special Issue Editor

Dr. Liudmila Liutsko

E-Mail Website
Guest Editor
IS Global Instuto de Salud Global, Barcelona, Spain
Interests: psychology, education and ethics

Special Issue Information

Dear Colleagues,

The journal Education Sciences is launching a Special Issue on “Mathematics Education and implications for Educational Psychology”. This call is for papers with theoretical, methodological, and analytical backgrounds, successful case studies, reviews, as well as original research studies based on the role of mathematics education and learning, knowledge, and skills in educational psychology.

We welcome submissions which cover a variety of issues about mathematics education and mathematical skills, also related to possible gender and sex individual differences, their link with or possible positive contributions to future professional competencies, and their relationship with executive functions, spatial abilities, motor control, emotions, creativity, quality of life, and well-being in general. Any other innovative topic within the scope of this Special Issue is also welcome and will be considered.

Some references and bibliography related to the topic:

Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.

Mix, K. S., & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. In Advances in child development and behavior (Vol. 42, pp. 197-243). JAI.

Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In International handbook of emotions in education (pp. 11-20). Routledge.

Cheng, Y. L., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2-11.

Lowrie, T., Logan, T., & Ramful, A. (2017). Visuospatial training improves elementary students’ mathematics performance. British Journal of Educational Psychology, 87(2), 170-186.

Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nuerk, H. C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic bulletin & review, 18(1), 177-183.

Uttal, D. H., Miller, D. I., & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: Links to achievement in science, technology, engineering, and mathematics?. Current Directions in Psychological Science, 22(5), 367-373.

Frick, A. (2019). Spatial transformation abilities and their relation to later mathematics performance. Psychological research, 83(7), 1465-1484.

Boyd, B., & Bargerhuff, M. E. (2009). Mathematics education and special education: Searching for common ground and the implications for teacher education. Mathematics Teacher Education and Development, 11, 54-67.

Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics?. Psychological science, 24(10), 2079-2087.

Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational psychology review, 29(1), 119-140.

Capraro, R. M., Young, J. R., Lewis, C. W., Yetkiner, Z. E., & Woods, M. N. (2009). An examination of mathematics achievement and growth in a midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46-65.

Leikin, R., Berman, A., & Koichu, B. (2009). Creativity in mathematics and the education of gifted students. Brill Sense.

Wang, J., & Lin, E. (2009). A meta-analysis of comparative studies on Chinese and US students’ mathematics performance: Implications for mathematics education reform and research. Educational Research Review, 4(3), 177-195.

Leikin, R., & Pitta-Pantazi, D. (2013). Creativity and mathematics education: The state of the art. ZDM, 45(2), 159-166.

Dr. Liudmila Liutsko
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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Published Papers (7 papers)

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Research

24 pages, 2230 KiB  
Article
Toward Gender Equality in Education—Teachers’ Beliefs about Gender and Math
by Jana Lindner, Elena Makarova, Deborah Bernhard and Dorothee Brovelli
Educ. Sci. 2022, 12(6), 373; https://doi.org/10.3390/educsci12060373 - 26 May 2022
Cited by 8 | Viewed by 7968
Abstract
Math has a strong gender-related image, even among teachers. As teachers hold beliefs about their work, their role, their subject, and their students, they shape girls’ and boys’ mathematical beliefs and attitudes. Research during the past 20 years has shown that teachers’ gender [...] Read more.
Math has a strong gender-related image, even among teachers. As teachers hold beliefs about their work, their role, their subject, and their students, they shape girls’ and boys’ mathematical beliefs and attitudes. Research during the past 20 years has shown that teachers’ gender beliefs about mathematics significantly favor boys, thereby reinforcing girls’ low math ability self-concept. Still, there is a lack of studies that examine teachers’ gender-related beliefs based on their underlying assumptions. Our study provides the first empirical evidence of the relationship between general gender stereotypes and math stereotypes. To this end, we used partial correlation and MANCOVA to analyze data from an online survey in 2019/2020 conducted in Switzerland (195 women, 80 men) as part of a cross-cultural comparison study. We therefore created a differentiated profile of prospective teachers by examining their beliefs about their self-image, their image of men and women in society, their essentialist and gender role ideology beliefs, and their math stereotypes. Then, we linked prospective teachers’ beliefs about gender (based on 48 characteristics) to their beliefs about mathematics and about girls’ and boys’ competencies in math. The extensive analysis provides knowledge about prospective teachers and is particularly important for teacher education. Full article
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
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19 pages, 303 KiB  
Article
Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films
by James Russo, Toby Russo and Anne Roche
Educ. Sci. 2021, 11(10), 588; https://doi.org/10.3390/educsci11100588 - 27 Sep 2021
Cited by 1 | Viewed by 3310
Abstract
Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three [...] Read more.
Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films. Full article
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
17 pages, 33907 KiB  
Article
Is It a Cube? Common Visual Perception of Cuboid Drawings
by Miklós Hoffmann and László Németh
Educ. Sci. 2021, 11(10), 577; https://doi.org/10.3390/educsci11100577 - 24 Sep 2021
Cited by 1 | Viewed by 3178
Abstract
A cube is one of the most fundamental shapes we can draw and can observe from a drawing. The two visualization methods most commonly applied in mathematics textbooks and education are the axonometric and the perspective representations. However, what we see in the [...] Read more.
A cube is one of the most fundamental shapes we can draw and can observe from a drawing. The two visualization methods most commonly applied in mathematics textbooks and education are the axonometric and the perspective representations. However, what we see in the drawing is really a cube or only a general cuboid (i.e., a polyhedron with different edge lengths). In this experimental study, 153 first-year ( 19–20-year-old) students, two-thirds of them being female, were asked to interactively adjust a cuboid figure until they believe what they see is really a cube. We were interested in how coherently people, who are actually students of arts studies and engineering with advanced spatial perception skills in most cases, evaluate these drawings. What we have experienced is that for most people there is a common visual understanding of seeing a cube (and not a general cuboid). Moreover, this common sense is surprisingly close to the conventions applied in axonometric drawings, and to the theoretical, geometric solution in the case of three-point perspective drawings, which is the most realistic visualization method. Full article
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
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16 pages, 465 KiB  
Article
Mathematics Education Students’ Experiences during Lockdown: Managing Collaboration in eLearning
by Nigel Calder, Mairaj Jafri and Lina Guo
Educ. Sci. 2021, 11(4), 191; https://doi.org/10.3390/educsci11040191 - 20 Apr 2021
Cited by 20 | Viewed by 6441
Abstract
The current world crisis of COVID-19 has enforced international lockdowns in educational institutions, necessitating that these institutions quickly transition to online learning. In mathematics education studies, where collaborative problem-solving is considered a necessary pedagogical approach, lecturers have had challenges incorporating collaborative problem-solving in [...] Read more.
The current world crisis of COVID-19 has enforced international lockdowns in educational institutions, necessitating that these institutions quickly transition to online learning. In mathematics education studies, where collaborative problem-solving is considered a necessary pedagogical approach, lecturers have had challenges incorporating collaborative problem-solving in an authentic manner. There are now also complex living and learning contexts in which the students have to undertake their learning processes. This paper examines students’ experiences of the rapid transition to online learning and their perceptions of the advantages and barriers that ensued. A small comparative case study was used to explore the complexity of the situation, within rich, authentic settings. Questionnaires and semi-structured interviews were used. The participants found that personal circumstances related to having children and partners at home while they studied, and aspects such as not interacting directly with other students to clarify and mediate their thinking, led to major initial frustrations with collaborating. While some of these continued throughout lockdown they did adjust and recognize that the advantages, such as a mix of formal and informal digital pedagogical media, gave them greater flexibility and led to deeper reflective thinking. We contend that some elements related to the adaptions made should become permanent features of face-to-face learning. Full article
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
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21 pages, 369 KiB  
Article
Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School
by Gonzalo Duque de Blas, Isabel Gómez-Veiga and Juan A. García-Madruga
Educ. Sci. 2021, 11(4), 155; https://doi.org/10.3390/educsci11040155 - 30 Mar 2021
Cited by 10 | Viewed by 2951
Abstract
Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. [...] Read more.
Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23). Full article
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
14 pages, 458 KiB  
Article
Monitoring the Own Spatial Thinking in Second Grade of Primary Education in a Spanish School: Preliminary Study Analyzing Gender Differences
by María José Contreras, Chiara Meneghetti, David H. Uttal, Laura M. Fernández-Méndez, Antonio Rodán and Pedro R. Montoro
Educ. Sci. 2020, 10(9), 237; https://doi.org/10.3390/educsci10090237 - 6 Sep 2020
Viewed by 3103
Abstract
Previous studies on metacognitive performance have explored children’s abilities during primary school (7–11 years) in abstract and mathematical reasoning tasks. However, there have been no studies evaluating the metamemory processes with spatial tasks in primary school children, and even more generally, only a [...] Read more.
Previous studies on metacognitive performance have explored children’s abilities during primary school (7–11 years) in abstract and mathematical reasoning tasks. However, there have been no studies evaluating the metamemory processes with spatial tasks in primary school children, and even more generally, only a few studies have explored spatial metacognition in adults. Taking as a preliminary study a Spanish school, the present work explores the validity of the confidence judgment model when thinking about one’s own performance in a spatial test, for boys and girls in Second Year of Primary Education (mean age of 7 years). A total of 18 boys and 15 girls applied a 4-point scale to evaluate, item by item, the confidence of their responses in the Spatial aptitude test “E” of the EFAI-1 (Factorial Assessment of Intellectual Abilities to mentally process visual stimuli). Accessibility and Accuracy Indexes were calculated for each item of the spatial task. The effect of gender was analyzed too. The tasks were administered in small groups; at the end examiners interviewed each participant, performing the confidence judgment task, item by item, of the EFAI-1 previously answered. The results (analyses carried out by SPSS) showed a high mean confidence (3 mean points out of a maximum of 4), without finding any significant differences either in the spatial performance or in the mean confidence rating between boys and girls. A significant relationship between confidence judgments and spatial task performance accuracy was found. The relationship between confidence judgments and spatial performance cannot be confirmed. The procedure adapted for testing spatial judgments about the own responses has been useful for showing the well calibrated perception about performance at this stage. The implications of the results of this exploratory study and the potential of the application of the procedure to promote thought about one’s own spatial performance and the development of strategies that modulate the effective approach of this type of spatial tasks are discussed within an educational approach. Full article
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
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16 pages, 2316 KiB  
Article
Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions
by Aleksander N. Veraksa, Margarita S. Aslanova, Daria A. Bukhalenkova, Nikolay E. Veraksa and Liudmila Liutsko
Educ. Sci. 2020, 10(7), 181; https://doi.org/10.3390/educsci10070181 - 10 Jul 2020
Cited by 4 | Viewed by 5064
Abstract
Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of [...] Read more.
Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of cognitive processes (CP) including executive functions and short-term memory. The experiment introduced the concept by using three different instructional approaches: traditional, contextual, and modeling. The sample included 100 children aged 6–7 years (M = 6.5 years), of whom 43% were boys. Each experimental condition included children with low, middle, and high levels of CP, as determined based on the NEPSY-II subtests. The children with low CP levels showed higher results in assimilating the notion of area after being taught using the contextual approach. In contrast, children with high CP levels showed a higher mastery of the concept of area following the use of the modeling approach. The results suggest the importance of CP development in building ways of mastering mathematical content. This contributes to choosing the optimal path of teaching mathematics for preschoolers, taking into account the development of their cognitive processes to improve their academic performance. Full article
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
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