Symbolic approximate arithmetic, crucial for children’s mathematical proficiency, involves providing an approximate answer instead of an exact one. For instance, a previous study found that preschoolers did not know the exact answer to “21+30” but did know that “21+30” is larger than “34”. Both number comparison training and number line estimation training have been found separately to enhance children’s symbolic approximate arithmetic. Wei and colleagues conducted an experiment to compare the effect of these two trainings on symbolic approximate arithmetic since they may rely on distinct cognitive processes. A sample of 109 children, aged 5.11 to 6.27 years, were recruited from three middle-class preschools in Hangzhou, China. They were randomly assigned to one of three training groups: (1) number line estimation (n = 32), (2) number comparison (n = 34), and (3) control group (n = 30). In the number line estimation group, the game played by children aimed to...

A recent article published in AERJ by Schneider and Bradford reported the results of a cluster randomized control trial evaluating the effectiveness of the Multiple Literacies in Project-Based Learning (ML-PBL) science intervention for third graders. This study was undertaken to add to the developing evidence of the program, which had previously undergone teaching experiments, a pilot test, and a field test. ML-PBL consists of four units and uses a “driving question” for each lesson to spark students’ interest and engagement. It incorporates cooperative, experiential learning for the students, assessments to ensure students meet learning expectations, and teacher professional development. The study included 2371 third graders (1165 in the experimental group, 1206 in the control group which received their business-as-usual science instruction) from 46 schools (23 E, 23 C) with 91 teachers (41 E, 50 C) from 111 classrooms (54 E, 57 C) during the 2018-19 school year. There were no...

Due to the growing number of early coding education programs designed for young children, there is increasing research interest in whether acquiring computational thinking (CT) can be transferred to other key developmental outcomes. A recent study by Yang and colleagues examined the link between computational thinking to sequencing ability and self-regulation in kindergarten students. Computational thinking was defined by researchers as the foundational concept needed to solve problems algorithmically, with solutions that can be reused in various contexts. Algorithmic thinking involves step-by-step operations that guide one towards achieving a goal. Based on the Cattell-Horn-Carroll theory of cognitive abilities, the researchers hypothesized that CT would be related to both sequencing ability and self-regulation. Sequential ability, which entails identifying a series of steps to complete a task, was assessed by Picture Sequencing Task. Self-regulation comprising working memory, mental flexibility, and inhibitory control was measured by the Head-Toes-Knees-Shoulders task. CT was measured by...

According to international and national assessments, US secondary school students struggle with math. Together with policymakers, specialists, and a team from the University of San Diego California, the San Diego Unified School District planned a four-year intervention based on the Changing the Odds (CTO) program. Aimed to improve students’ math performance, this teacher-centered program provided help in identifying students’ math learning needs and in designing interventions addressing these needs. In 2015, four low-performing middle schools of the San Diego Unified School District were appointed to implement the CTO program for four years, while four schools were matched for comparison on achievement and demographics. The four-year program provided materials for teaching and professional development; support for co-teaching, co-planning lessons, and assessing tests; opportunities for collaboration between schools; and a yearly Summer School. A recent NBER working paper evaluated the impact of Changing the Odds through a difference-in-difference approach. Because the testing...

How can the United States bridge math proficiency gaps? Ensuring equitable opportunities for students to receive adequate preparation and access to advanced math is critical to the equation. This is due to the clear benefits of learning advanced math in high school, such as increased options for majoring in science, technology, engineering, and mathematics, higher rates of college acceptance, and greater opportunities for college scholarships and financial aid. Despite these benefits, a significant portion of high school students are either not being offered the opportunity to take or are opting out of advanced math courses. A recent report from RAND identified gaps in students’ opportunities to access advanced math and provided recommended support to address these gaps. This report utilized data from nationally representative surveys of teachers and school leaders in kindergarten through grade 12 during the 2021-2022 school year. The findings indicated that fewer advanced math courses were offered...

A high-dosage math tutoring program, modeled after Saga Education in the U.S., was developed in the Netherlands through a collaboration of schools, funders and providers to support students from low-income families. The program was delivered by a tutor to student pairs four times a week for an entire school year. In the sessions tutors reviewed mathematical concepts introduced by the teachers to the whole class, as well as personalized the instruction based on student needs. A recent evaluation assessed the effectiveness of this program in fourth and fifth grade. The study randomly assigned 434 students to the experimental group or to the control group for one school year. Using the national math and reading tests to assess the effectiveness of the program, results showed a significant improvement in math achievement (ES = +0.28) in both grade 4 and 5. No effects were found in reading. The authors’ conclusion affirms that...

Recently, Mathematica reported the results of  an evaluation study  of the Math Corps’ Tutoring Program, an evidence-based math tutoring program delivering personalized support to all students, in particular students who are Black, Latino, and/or in poverty. During two school years (i.e., 2020–2021 and 2021–2022), the Bill & Melinda Gates Foundation funded the rapid-cycle evaluations of a cohort of 10 tutoring providers seeking to understand how different tutoring models lead to improved academic outcomes. Mathematica worked with each one of the tutoring providers to identify the most rigorous and feasible study design within a one-to-three-month planning period. Math Corps’ quasi-experimental study used a mixed methods analysis. Their evaluation matched AmeriCorps tutors with schools to support approximately 24 students in grades 4 through 8, in pairs or groups of three, for 90 minutes each week in 30- to 45-minute, in-person sessions. The evaluation encountered some delays in gathering data, affecting both the...

According to the National Assessment of Educational Progress (NAEP) scores, elementary students who struggle with mathematics do not experience the same progress in their performance as those who excel in the subject over time. The gap between the highest and lowest performing students has widened to such an extent that students who struggle with this subject are now trailing further behind than in over a decade. Based on the interventions that have demonstrated success in improving achievement for students who are struggling with mathematics, the What Works Clearinghouse, in conjunction with an expert panel, has developed a guide to summarize six practical recommendations for teachers who teach mathematics to elementary students with low test scores. The six recommendations include providing systematic instruction, teaching mathematical language, applying well-chosen and semi-concrete representations, using number lines, teaching strategies for word problems, and conducting timed activities.   Source (Open Access): Fuchs, L.S., Newman-Gonchar, R.,...

Math anxiety is commonly known as negatively associated with math performance among students. Per the Cognitive-Attentional theory, a high anxiety level impedes recall and the working memory capacity, subsequently leading to lower performance. Using a large sample, Yu and colleagues conducted a study to examine whether the math anxiety-achievement link depends on gender. They hypothesized that the difference may be explained by emotional susceptibility which is the ability to experience and be influenced by emotions. Females are more sensitive to negative emotions, while males are more composed and less vulnerable. Moreover, neuroimaging indicates different emotional processing modes between genders. The study involved 28,129 grade 4 and grade 8 students from 489 primary schools and 238 secondary schools in Qingdao, China. The researchers measured the students' math anxiety using an abbreviated Math Anxiety Rating Scale and math performance using a researcher compiled multiple set of tests in May 2018. The results...