Poor mathematics performance in South African schools is of national concern. An attempt to gain insight into the problem prompted a study into the possibility of a relationship between visual perceptual skill and mathematic ability. A theoretical review revealed that inherent limitations of traditional psychological theories hinder an adequate explanation for the possible existence of such a relationship. The theory of situated cognition seems to be better suited as an explanatory model, and simultaneously clarifies the nature of both visual perception and mathematics. A small exploratory study, with a sample of 70 Grade 6 learners, provided empirical evidence towards the plausibility of the relationship. Specifically, it proved the hypothesis that visual perceptual skill positively correlates with scholastic mathematics achievement. The results of the study, interpreted within the situated cognitive framework, suggest that a conceptual emphasis in mathematics education – as opposed to a factual emphasis – might improve mathematic ability, which may credibly reflect in scholastic performance. / Psychology / M. Sc. (Psychology)

Poor mathematics performance in South African schools is of national concern. An attempt to gain insight into the problem prompted a study into the possibility of a relationship between visual perceptual skill and mathematic ability. A theoretical review revealed that inherent limitations of traditional psychological theories hinder an adequate explanation for the possible existence of such a relationship. The theory of situated cognition seems to be better suited as an explanatory model, and simultaneously clarifies the nature of both visual perception and mathematics. A small exploratory study, with a sample of 70 Grade 6 learners, provided empirical evidence towards the plausibility of the relationship. Specifically, it proved the hypothesis that visual perceptual skill positively correlates with scholastic mathematics achievement. The results of the study, interpreted within the situated cognitive framework, suggest that a conceptual emphasis in mathematics education – as opposed to a factual emphasis – might improve mathematic ability, which may credibly reflect in scholastic performance. / Psychology / M. Sc. (Psychology)

Enligt PISAs undersökning (Skolverket, 20I3) uppvisar svenska elever idag sämre prestationer i läsförståelse och matematik. Många påverkansfaktorer är omdiskuterade men varken lässvårigheter eller matematiksvårigheter har berörts. I relation till detta upprättas en litteraturstudie med syftet att undersöka huruvida lässvårigheter samverkar med matematiksvårigheter och hur det påverkar matematikprestationer. Resultatet av studien visar att lässvårigheter inte alltid påverkar matematiskprestationer. Somliga elever uppvisar svårigheter medan andra inte gör det, dock synliggörs kombinationen läs- och matematiksvårigheter oftare än svårigheterna var för sig. Slutsatser som dragits är att det behövs mer forskning på området för att undersöka hur det kommer sig att en bråkdel av elever i lässvårigheter inte uppvisar svårigheter i matematik, medan andra elever gör det och varför läs- och matematiksvårigheter uppvisas oftare i en kombinerad form. / According to the PISA research (Skolverket, 2013), Swedish students today show weaker presentations in reading comprehension and mathematics. Many factors have been discussed but neither of reading difficulties or mathematic difficulties has been concerned. According to this, a literature review will be established with the purpose to examine how reading difficulties co-operate with mathematic difficulties and how it may impact on mathematic achievements. The result shows that reading difficulties not always have an impact on mathematic achievements. Some students tend to show weaknesses while others do not; however the combined reading- and mathematic difficulties are shown more often compared to the difficulties on their own. Conclusions that have been made are that more research needs to investigate why only a minority of students with reading difficulties show weaknesses in mathematics, while other do not and why the combined reading- and mathematic difficulties are shown more often.

The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.