There is high comorbidity between reading disabilities and mathematical learning difficulties, yet the reasons behind this comorbidity has not been determined. Research, however, have suggested some correlates including linguistic abilities and executive functioning skills that influence mathematical skills. A comprehensive examination of how these factors relate to mathematical ability has not been determined. This study aims to investigates the possible influence of cognitive functioning, verbal skills, and reading skills, on the arithmetic competency of second and third graders with reading disabilities between the ages of 78 and 102 months. The data utilized in this study were from a longitudinal project which evaluated the effectiveness of various reading intervention programs. The first objective of this present study was to explore how performance on basic and advanced mathematical concepts related to verbal skills and reading skills. The results generally did not illustrate any differences in the way these constructs related to the mathematical concepts. The second objective of the study was to analyze the influence of verbal skills, reading skills, and cognitive functioning skills, on the mathematical ability in children, and to develop a parsimonious model of mathematical ability for children with reading disabilities. Various models were assessed using path analyses. The two-construct model of verbal skills and mathematical skills was determined to be the best model describing the mathematical skills of children with reading disabilities. Supplementary analyses were conducted which clarified the various constructs’ relationship to specific mathematical concepts. These analyses provided understanding to the impact of verbal skills, as well as other constructs’, influence on specific mathematical concepts. The findings of this study have important educational implications and provide insight on more effective methods for developing the mathematical skills of children with reading disabilities. Finally, these findings foster future research in determining more effective interventions methodologies for children with reading disabilities.

Thesis advisor: Marina Vasilyeva / The ability to mentally store and manipulate information, termed working memory (WM), is essential to mathematical performance. Yet, little research has investigated the mechanisms through which WM capacity is related to mathematical performance in children. Furthermore, the extent to which children utilize specific WM resources when executing mathematical tasks is poorly understood. Addressing these gaps, this research investigated the nature of relations between WM and children's mathematical performance. Participants were 56 second and 32 fourth grade students from public and private elementary schools. Students completed tasks measuring their visuospatial-WM and verbal-WM capacities, the strength of their spatial and symbolic representations of numerical magnitude, and arithmetic performance. Arithmetic strategies were also assessed. In a dual-task condition, children's WM resources were experimentally manipulated: children completed mathematical tasks while retaining visuospatial and verbal stimuli in memory. Results showed that the relation between visuospatial-WM capacity and arithmetic accuracy was mediated by children's spatial numeric representations and the frequency of using a decomposition strategy in solving arithmetic problems. Conversely, the relation between verbal-WM and arithmetic accuracy was mediated by the frequency of using retrieval strategies in solving arithmetic problems. Additionally, the extent to which specific WM resources were involved in children's math performance varied by math task and children's skill level. Verbal-WM resources appeared to be minimally involved in children's spatial numerical representations, but highly involved in symbolic numerical representations and arithmetic calculations. On all math tasks, visuospatial-WM resources were involved to a greater extent among highly skilled children than low-skill children. The results suggest that WM capacity might improve spatial numerical representations and lead children to use memory-based arithmetic strategies more frequently, resulting in better arithmetic performance. Regardless of WM capacity, children who heavily use visuospatial-WM resources are more successful in executing mathematical tasks than children who rely on these resources minimally. These findings contribute to our understanding of how WM can facilitate children's mathematical performance. Implications for identifying specific challenges in children's mathematical learning are discussed. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

The purposes of the study were: (1) to determine the effects of four testing strategies upon performance in college algebra, attitude towards mathematics, and attrition rate; (2) to determine the effects of two types of frequent testing upon performance, attitude, and attrition rate, (3) to determine the effects of different frequencies of in-class testing upon performance, attitude, and attrition rate; and (4) to draw conclusions which might help in selecting testing methods for college algebra classes.

Submitted by CARLA VITAL (carlaakroma@gmail.com) on 2018-07-10T18:33:49Z No. of bitstreams: 1 Dissertação Final Carla__ Imprimir.pdf: 8680588 bytes, checksum: 8e8dde699a21ab79389c2e5a16f464d2 (MD5) / Rejected by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br), reason: Prezada Carla, O documento enviado para a coleção Unesp Rio Claro foi recusado pelo(s) seguinte(s) motivo(s): - Falta a capa (Elemento obrigatório) - Falta a página de rosto (Elemento obrigatório) Em caso de dúvidas entre em contato pelo email repositoriounesp@reitoria.unesp.br. Agradecemos a compreensão e aguardamos o envio do novo arquivo. Atenciosamente, Biblioteca Campus Rio Claro Repositório Institucional UNESP https://repositorio.unesp.br on 2018-07-11T13:26:44Z (GMT) / Submitted by CARLA VITAL (carlaakroma@gmail.com) on 2018-07-11T18:50:38Z No. of bitstreams: 1 DISSERTAÇÃO CARLA VITAL.pdf: 4115344 bytes, checksum: 1b0acc94692993a7c0d6f0c6ba6f70a2 (MD5) / Rejected by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br), reason: Prezada Carla, O arquivo foi rejeitado pois a ordem das páginas está inversa. O correto seria: - Capa, Página de rosto, Ficha Catalográfica, Folha de Aprovação e assim por diante. É necessário inverter a folha de rosto com a ficha catalográfica (que deve vir depois e não antes como está no arquivo enviado). Aguardamos o envio do novo arquivo. on 2018-07-12T11:55:42Z (GMT) / Submitted by CARLA VITAL (carlaakroma@gmail.com) on 2018-07-12T12:12:16Z No. of bitstreams: 1 Dissertação Carla Vital Final (1).pdf: 4202167 bytes, checksum: 287a631dfee0a5f6709631799d893955 (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-07-12T17:54:45Z (GMT) No. of bitstreams: 1 vital_c_me_rcla.pdf: 4202167 bytes, checksum: 287a631dfee0a5f6709631799d893955 (MD5) / Made available in DSpace on 2018-07-12T17:54:45Z (GMT). No. of bitstreams: 1 vital_c_me_rcla.pdf: 4202167 bytes, checksum: 287a631dfee0a5f6709631799d893955 (MD5) Previous issue date: 2018-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação busca investigar o processo de produção de Performances Matemáticas Digitais (PMD) com o auxílio do software GeoGebra em ambientes educacionais voltados à formação de estudantes e professores de Matemática. Especificamente, o objetivo é investigar o papel das Artes e das tecnologias digitais na comunicação de ideias matemáticas. Dessa maneira, a pergunta que norteou essa pesquisa foi: Como estudantes de Matemática produzem PMD sobre Geometria considerando o uso do software GeoGebra? PMD concerne no uso das Artes e das tecnologias digitais em Educação Matemática, com o objetivo de compartilhar ideias matemáticas de uma maneira alternativa. O GeoGebra é um software livre e possui muito prestígio no ensino e aprendizagem de Matemática, pois ele possibilita a exploração de aspectos como a visualização e experimentação com tecnologias. Com o intuito de investigar interpretativamente tais aspectos envolvendo a produção de PMD, esta pesquisa é de natureza qualitativa. Os dados foram produzidos por meio da realização de um curso de extensão universitária de 18 horas sobre Geometria que envolveu a produção de PMD e o uso do software GeoGebra. Este foi ministrado na Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Campus de Rio Claro. Durante os encontros os estudantes e professores de Matemática criaram três tipos de PMD: Graphics Interchange Format (GIFs), música e clipe. As ideias matemáticas comunicadas tiveram origem em uma atividade sobre um triângulo equilátero e outra sobre um tetraedro regular. Os registos dos dados foram feitos por meio do diário de campo e consideraram-se como dados as PMD, as filmagens das seções do curso, gravações das telas e dos áudios dos computadores dos participantes, interações em um grupo no Facebook e as anotações dos cursistas nas atividades impressas. A análise dos dados explora aspectos artísticos, tecnológicos e matemáticos desenvolvidos durante o curso e no processo de produção PMD. Os resultados mostram que a criação de PMD pode ser uma possibilidade para o ensino de Matemática destacando-se, principalmente, fatores artísticos e os coletivos pensantes a respeito do processo de pensar-com-PMD. Podendo transmitir emoções para os espectadores dessas PMD. / This work aims to investig ate the production process of Digital Mathematical Performances ( DMP ) with the use of GeoGebra software in educational environments aimed at the training of students and teachers of Mathematics. Specifically, the objective is to investigate the role of the Arts and Digital Technologies in the communication of mathematical ideas. Thus, th e question that guided this research was: h ow do math students develop DMP about Geometry considering the use of GeoGebra software? DMP refers to the use of the Digital Arts and Technologies in Mathematics Education, aiming to share mathematical ideas in a n innovative way. GeoGebra is a free software and has educational prestige in the teaching and learning of mathematics, as it enables the exploration of aspects such as visualization and experimentation with technologies. In order to investigate such aspec ts involving the production of DMP , this research is quali tative in nature. The data were produced through the accomplishment of a 18 - hours knowledge mobilization course about Geometry that involved t he production of DMP and the use of GeoGebra software. I t was taught at Sao Paulo State Univ ersity “Júlio de Mesquita Filho” (UNESP), Campus of Rio Claro. During the sessions , the students and teachers of Mathematics created three types of DMP : Graphics Interchange Format ( GIF ), music and video clip. The mathem atical ideas communicated had originated in an activity on an equilateral triangle and another on a regular tet rahedron. The data records were made by means of field diaries, the produced DMP , video recordings of the sessions , videotape of the participants' computer screens, interactions in a Facebook group , and notes of the participants in the acti vities were considered as data printed. The data analysis explores artistic, technological and mathematical aspects present during the course develop ment and the DMP . The results show that creation of DMP can be a possibility for the teaching of mathematics emphasizing, mainly, artistic factors and the collective thinkin g about the process of thinking - with - DMP . It can convey emotions to the audience of these DMP . / CAPES: 1607542.

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In an attempt to examine the effects of journaling and vocabulary strategies on elementary students’ attitudes towards mathematical performance, I embedded reflective journaling and vocabulary strategies into my fourth grade mathematics curriculum. The mathematics content focused on whole number place value, multiplication, and division. My study revealed the positive effects these interventions can have on elementary students’ attitudes towards mathematics.

This research project, which was modeled on the constructivist theory of acquiring knowledge, and on recent recommendations regarding classroom instruction, investigated the impact of problem-based teaching and learning (PBTL) on the performance of high school mathematics learners. The effect of an intervention programme on an experimental group of students was compared with a control group by assessing their mathematical knowledge and skills; their procedural proficiency and conceptual development on varied mathematical contents; their skills in managing and controlling learning; and their views towards their learning programmes. The results obtained indicated that the experimental group indicated a higher conceptual understanding, an improved use of procedures, a higher level of managing and controlling learning, and positive views towards the programme and interest in the fundamentals of learning mathematics. An analysis of the data obtained by the on-progress instruments employed for the experimental group also indicated improved quality of participation and reflective thinking practices. / Educational Studies / M. Ed. (With specialisation in Mathematics Education)

It seems as if there is a continued problem with mathematical performances nationally. The rate, at which FET (Further Education and Training) phase learner s discontinue Mathematics as a result of poor mathematical performances, is of great concern. This research study determined how academic self-confidence could have an influence on learners’ abilities to perform in Mathematics. The literature review confirmed that there could be a link between academic self-confidence and mathematical performance. Consequently, the researcher wanted to establish if the same could be found at a school where the emphasis is very much on mathematical achievement. The school is based in Northern Johannesburg (D10) in Gauteng, South Africa. By applying an explanatory mixed method approach (quantitative, followed by qualitative methods), the researcher identified a clear link between this school’s learners’ abilities to perform in Mathematics and their academic self-confidence. Amongst others, positive links were also identified between the learner s’ comprehension of Mathematics, their problem- solving skills as well as educator assistance, which in turn influence their academic self - confidence and consequently al so their performance s. A cycle of mathematical influences was identified that demonstrated that the influence i s not only working one way, but that a cycle forms; academic self-confidence influences the learner’s ability to perform in mathematics and mathematical performance s al so influence academic self - confidence, causing a continuous cycle of influence. / MEd (Learner Support), North-West University, Vaal Triangle Campus, 2013

It seems as if there is a continued problem with mathematical performances nationally. The rate, at which FET (Further Education and Training) phase learner s discontinue Mathematics as a result of poor mathematical performances, is of great concern. This research study determined how academic self-confidence could have an influence on learners’ abilities to perform in Mathematics. The literature review confirmed that there could be a link between academic self-confidence and mathematical performance. Consequently, the researcher wanted to establish if the same could be found at a school where the emphasis is very much on mathematical achievement. The school is based in Northern Johannesburg (D10) in Gauteng, South Africa. By applying an explanatory mixed method approach (quantitative, followed by qualitative methods), the researcher identified a clear link between this school’s learners’ abilities to perform in Mathematics and their academic self-confidence. Amongst others, positive links were also identified between the learner s’ comprehension of Mathematics, their problem- solving skills as well as educator assistance, which in turn influence their academic self - confidence and consequently al so their performance s. A cycle of mathematical influences was identified that demonstrated that the influence i s not only working one way, but that a cycle forms; academic self-confidence influences the learner’s ability to perform in mathematics and mathematical performance s al so influence academic self - confidence, causing a continuous cycle of influence. / MEd (Learner Support), North-West University, Vaal Triangle Campus, 2013

This research project, which was modeled on the constructivist theory of acquiring knowledge, and on recent recommendations regarding classroom instruction, investigated the impact of problem-based teaching and learning (PBTL) on the performance of high school mathematics learners. The effect of an intervention programme on an experimental group of students was compared with a control group by assessing their mathematical knowledge and skills; their procedural proficiency and conceptual development on varied mathematical contents; their skills in managing and controlling learning; and their views towards their learning programmes. The results obtained indicated that the experimental group indicated a higher conceptual understanding, an improved use of procedures, a higher level of managing and controlling learning, and positive views towards the programme and interest in the fundamentals of learning mathematics. An analysis of the data obtained by the on-progress instruments employed for the experimental group also indicated improved quality of participation and reflective thinking practices. / Educational Studies / M. Ed. (With specialisation in Mathematics Education)