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The Impacts of Knowledge and Beliefs on Achievement in Mathematics
Sun, April 6, 8:15 to 9:45am, Marriott, Floor: Fourth Level, Franklin 5Session Type: Paper Session
Abstract
It is well understood that proficiency in mathematics is affected by basic conceptual knowledge regarding mathematical principles. Effective instruction and intervention must be informed by the developmental trajectory of these key concepts. In this paper session, the authors present studies that explore how knowledge of key math concepts affect performance on variety math skills.
Sub Unit
Chair
Papers
Differential Impact of Proportional Estimation Training for Fifth- and Eighth-Grade Students - Jennifer M Zosh, The Pennsylvania State University - Brandywine; Julie L. Booth, Temple University; Laura K Young, Temple University
Fraction Knowledge Predicts Algebra Performance and Learning - Julie L. Booth, Temple University; Kristie Jones Newton, Temple University; Laura K Young, Temple University
Negative Numbers: Are They Harder to Represent Than Positive Numbers? - Laura K Young, Temple University; Julie L. Booth, Temple University
How Does an Affective Self-Regulation Program Promote Mathematical Problem Solving in Young Students? - Bracha Kramarski, Bar-Ilan University; Meirav Tzohar-Rozen, Bar-Ilan University
Attitude, Self-Concept, and Students’ Math Achievement: A Study Based Upon TIMSS (Trends in International Mathematics and Science Study) 2011 in Hong Kong - Shi Zhu, University of Virginia; Jiarong Zhao, Nanjing Normal University