Kenneth Notecard Rrs & RRL

NOTE CARD REVIEW RELATED LITERATURES AND STUDIES
Details about the author (Type, title, author, etc.)

Title of Work : Subtypes of Mathematical Difficulties and their Stability
Author: Chan, Winnie Wait Lan, Wong, Terry Tin-Yau
Publisher: Journal of education psychology
Type: Research Article
Place and Year of Publication: place not stated, 2020
Topic: Mathematical Difficulties and their Stability
Summary:
This study aimed to identify and understand the different subtypes of mathematical
difficulties in children and how stable these subtypes are over time. Using cluster analyses,
researchers identified five distinct subtypes of mathematical difficulties among elementary
school children: number sense deficit, numerosity coding deficit, symbolic deficit, working
memory deficit, and a mild difficulty group.
Hypothesis:
This research is that there are distinct subtypes of mathematical difficulties among
children, each characterized by specific cognitive deficits, and that these subtypes will show
varying degrees of stability over time.
Methodology:
The study focused on children experiencing mathematical difficulties during the first 2
years of elementary school. Specific criteria for inclusion and sample size details were likely
outlined.
Findings:
The findings highlight the importance of understanding these subtypes to develop

targeted intervention strategies. Tailored approaches can be designed to address the specific
cognitive challenges faced by each subtype and to build upon their strengths, ultimately
aiming to improve mathematical learning outcomes for each child.
Errors/strengths and weaknesses of the literature/studies:

The study focuses on the first 2 years of elementary school, which may not capture
the full range of developmental changes in mathematical difficulties. Longer-term studies
could provide a more comprehensive.
Submitted by: Ian Kenneth Maniquiz Group: 2

Grade & Section: 12 STEM AQUARIUS

Title of Work : Mathematics Performance on Integers of Students with Mathematics Difficulties
Author: Diane Pedrotty Bryant
Publisher: The Journal of Mathematical Behavior
Type: Research Articles
Place and Year of Publication: no place indicated, 2020
Topic: Mathematics Performance on Integers of Students with Mathematics Difficulties
Summary:
This study evaluated the impact of an integer module intervention on 7th grade students
with mathematics difficulties. A total of 908 students were randomly assigned to either a
treatment group, which received the integer module lessons, or a control group.
Hypothesis:
7th grade students with mathematics difficulties who receive the integer module
intervention will show greater improvements in their mathematics performance compared to
students who do not receive the intervention.
Methodology:
The study discussed the implications of the findings, including the effectiveness of the
intervention and the positive feedback from both students and interventionists.
Findings:
Students in the treatment group, who received the integer module intervention,
demonstrated significantly greater improvements in their mathematics performance compared
to students in the control group. The analysis revealed an average slope estimate of β = 0.61
with a significance level of p = 0.004, indicating that the intervention had a positive effect on
performance gains.

With 908 students participating, the study benefits from robust statistical power and
greater generalizability of the findings. Randomizing entire classes to treatment or control
conditions helps control.

Title of Work: Primary Teacher Attitudes towards Productive Struggle in Mathematics in
Remote Learning versus Classroom-Based Settings
Author: Janette Bobis
Publisher: MDPI
Type: Research Article
Place and Year of Publication: Australia, 2021
Topic: Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote

Learning versus Classroom-Based Settings
Summary:
The study explored how Australian early years primary teachers perceive student struggle in
mathematics learning within remote versus classroom settings. Using a mixed-methods
approach, the study found that teachers viewed student struggle more favorably in classroom
settings than in remote ones.
Hypothesis:
Teachers perceive the value of student struggle in mathematics learning to be higher in
classroom settings compared to remote learning settings due to challenges related to
synchronous teacher facilitation, parental attitudes, social interaction, and access to
materials.
Methodology:
The study involved 82 Australian early years primary teachers who were part of a
professional learning initiative focused on teaching mathematics through challenging tasks.
Findings:
Teachers expressed a more favorable attitude towards the value of student struggle
in traditional classroom settings compared to remote learning environments.

The study addresses a timely issue by comparing teacher attitudes towards student struggle
in remote and classroom settings, which is particularly relevant given the recent shift to online
learning environments.

PARAGRAPH
In 21 January 2021 the MDPI published article an title Primary

Teacher Attitudes towards Productive Struggle in Mathematics in
Remote Learning versus Classroom-Based Settings. The study explored
how Australian early years primary teachers perceive student struggle in
mathematics learning within remote versus classroom settings. Using a
mixed-methods approach, the study found that teachers viewed student
struggle more favorably in classroom settings than in remote ones.
Teachers perceive the value of student struggle in mathematics learning
to be higher in classroom settings compared to remote learning settings
due to challenges related to synchronous teacher facilitation, parental
attitudes, social interaction, and access to materials. The study involved
82 Australian early years primary teachers who were part of a
professional learning initiative focused on teaching mathematics
through challenging tasks. Teachers expressed a more favorable attitude
towards the value of student struggle in traditional classroom settings
compared to remote learning environments. The study addresses a
timely issue by comparing teacher attitudes towards student struggle in
remote and classroom settings, which is particularly relevant given the
recent shift to online learning environments
PARAGRAPH
In 2020 the journal of mathematical behavior published articles an titled

Mathematics performance on integers of students with mathematics
difficulties the articles identify This study evaluated the impact of an
integer module intervention on 7th grade students with mathematics
difficulties. A total of 908 students were randomly assigned to either a
treatment group, which received the integer module lessons, or a control
group. the articles discuss 7th grade students with mathematics
difficulties who receive the integer module intervention will show
greater improvements in their mathematics performance compared to
students who do not receive the intervention. The study discussed the
implications of the findings, including the effectiveness of the
intervention and the positive feedback from both students and
interventionists. Students in the treatment group, who received the
integer module intervention, demonstrated significantly greater
improvements in their mathematics performance compared to students
in the control group. The analysis revealed an average slope estimate of
B = 0.61 with a significance level of p=0.004, indicating that the
intervention had a positive effect on performance gains. With 908
students participating, the study benefits from robust statistical power
and greater generalizability of the findings. Randomizing entire classes
to treatment or control conditions helps control.
PARAGRAPH
In Apr 2020, the research of The journal of mathematical behavior

pablished article an title Mathematical difficulties and their
stability.This study aimed to identify and understand the different
subtypes of mathematical difficulties in children and how stable these
subtypes are over time. Using cluster analyses, researchers identified five
distinct subtypes of mathematical difficulties among elementary school
children: number sense deficit, numerosity coding deficit, symbolic
deficit, working memory deficit, and a mild difficulty group.This
research is that there are distinct subtypes of mathematical difficulties
among children, each characterized by specific cognitive deficits, and
that these subtypes will show varying degrees of stability over time. The
study focused on children experiencing mathematical difficulties during
the first 2 years of elementary school. Specific criteria for inclusion and
sample size details were likely outlined.The findings highlight the
importance of understanding these subtypes to develop targeted
intervention strategies. Tailored approaches can be designed to address
the specific cognitive challenges faced by each subtype and to build
upon their strengths, ultimately aiming to improve mathematical
learning outcomes for each child.The study focuses on the first 2 years of
elementary school, which may not capture the full range of
developmental changes in mathematical difficulties. Longer-term studies
could provide a more comprehensive und

Kenneth Notecard Rrs & RRL

Uploaded by

Copyright:

Available Formats

Kenneth Notecard Rrs & RRL

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Kenneth Notecard Rrs & RRL

Uploaded by

Copyright:

Available Formats

NOTE CARD REVIEW RELATED LITERATURES AND STUDIES

Details about the author (Type, title, author, etc.)

Topic: Mathematical Difficulties and their Stability

The findings highlight the importance of understanding these subtypes to develop

Errors/strengths and weaknesses of the literature/studies:

Submitted by: Ian Kenneth Maniquiz Group: 2

Details about the author (Type, title, author, etc.)

Topic: Mathematics Performance on Integers of Students with Mathematics Difficulties

Errors/strengths and weaknesses of the literature/studies:

Submitted by: Ian Kenneth Maniquiz Group: 2

Topic: Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote

Errors/strengths and weaknesses of the literature/studies:

Submitted by: Ian Kenneth Maniquiz Group: 2

In 21 January 2021 the MDPI published article an title Primary

In 2020 the journal of mathematical behavior published articles an titled

In Apr 2020, the research of The journal of mathematical behavior

You might also like