Genetics plays a role, but researchers say environment still key
COLUMBUS, Ohio – A new study of math anxiety shows how some people may be at greater risk to fear math not only because of negative experiences, but also because of genetic risks related to both general anxiety and math skills.
The study, which examined how fraternal and identical twins differ on measures of math anxiety, provides a revised view on why some children – and adults – may develop a fear of math that makes it more difficult for them to solve math problems and succeed in school. (more…)
Counting, in addition to reciting, should be emphasized in early childhood education to establish foundation for future academic success
COLUMBIA, Mo. – Along with reciting the days of the week and the alphabet, adults often practice reciting numbers with young children. Now, new research from the University of Missouri suggests reciting numbers is not enough to prepare children for math success in elementary school. The research indicates that counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.
“Reciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set,” said Louis Manfra, an assistant professor in MU’s Department of Human Development and Family Studies. “When children are just reciting, they’re basically repeating what seems like a memorized sentence. When they’re counting, they’re performing a more cognitive activity in which they’re associating a one-to-one correspondence with the object and the number to represent a quantity.” (more…)
*Long-term study shows students must know about numbers at beginning of first grade*
COLUMBIA, Mo. – Psychologists at the University of Missouri have identified the beginning of first grade math skills that teachers and parents should target to effectively improve children’s later math learning.
A long-term psychology study indicates that beginning first graders that understand numbers, the quantities those numbers represent, and low-level arithmetic will have better success in learning mathematics through the end of fifth grade, and other studies suggest throughout the rest of their lives. (more…)
