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Cognitive, Behavioral and Affective Variables Involved in Mathematics Education: Learning...
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Cognitive, Behavioral and Affective Variables Involved in Mathematics Education: Learning and Competence Development

A special issue of Mathematics (ISSN 2227-7390).

Deadline for manuscript submissions: closed (31 January 2023) | Viewed by 11624

Special Issue Editors

Prof. Dr. Raquel Fernández-Cézar

E-Mail Website
Guest Editor
Faculty of Education of Toledo, University of Castilla-La Mancha, 13001 Ciudad Real, Spain
Interests: mathematics education
Prof. Dr. Natalia Solano-Pinto

E-Mail Website
Guest Editor
Campus de Toledo, Universidad de Castilla-La Mancha, 02006 Toledo, Spain
Interests: mathematical education
Prof. Dr. Margarida Rodrigues

E-Mail Website
Guest Editor
Departamento de Formação e Investigação em Currículo e Didáticas, Instituto Politécnico de Lisboa, 1549-020 Lisboa, Portugal
Interests: mathematics education; mathematical reasoning; teacher education

Special Issue Information

Dear Colleagues,

The current society needs citizens with mathematical competence to go ahead. In this globalized world so influenced by technology, mathematics is an important need. Most of the mathematics knowledge that people have is acquired by learning, in a formal or informal way, spontaneously or forced at schools or education centers of any level. However, which are the variables that affect the learning of mathematics? How could learning be fostered or promoted? How is this learning measured—through achievement, competence, etc.? Which are the most remarkable ways to test this learning? Some variables have been studied in several investigations, such as attitude, beliefs, and self-concept, but others are less explored, such as creativity, cognitive flexibility, etc. As for the variables more related to the environment, it would be interesting to deepen into teacher practices that can be influenced by teacher beliefs about mathematics, or by the consideration of the subject as part of STEM majors with similarities and differences. This Special Issue provides a platform for researchers from academia to present their novel and unpublished work in the domain. This will help to foster future research on variables which are affecting learning, and understanding them better will help teachers and professors to design new learning strategies in Mathematics education. Empirical studies of any nature (qualitative and quantitative), but also systematic revisions and meta-analyses with deep reflections on mathematic teaching are welcomed.

Prof. Dr. Raquel Fernández-Cézar
Prof. Dr. Natalia Solano-Pinto
Prof. Dr. Margarida Rodrigues
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Mathematics is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (5 papers)

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Research

19 pages, 1372 KiB  
Article
Design, Construction and Validation of a Rubric to Evaluate Mathematical Modelling in School Education
by Ximena Toalongo, César Trelles and Ángel Alsina
Mathematics 2022, 10(24), 4662; https://doi.org/10.3390/math10244662 - 8 Dec 2022
Cited by 1 | Viewed by 2112
Abstract
This study describes the design, construction and validation of a rubric for assessing mathematical modelling processes throughout schooling (3–18 years), especially those oriented by modelling cycles. The final version of the “Rubric for Evaluating Mathematical Modelling Processes” (REMMP) consists of seven elements with [...] Read more.
This study describes the design, construction and validation of a rubric for assessing mathematical modelling processes throughout schooling (3–18 years), especially those oriented by modelling cycles. The final version of the “Rubric for Evaluating Mathematical Modelling Processes” (REMMP) consists of seven elements with their respective performance criteria or items, corresponding to the different phases of a modelling cycle. We concluded that REMMP can be used by both researchers and teachers at different educational levels from kindergarten to high school. The rubric is designed to assess group work developed by students; however, it can eventually be used individually. Full article
(This article belongs to the Special Issue Cognitive, Behavioral and Affective Variables Involved in Mathematics Education: Learning and Competence Development)
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13 pages, 16819 KiB  
Article
Electrophysiological Brain Response to Error in Solving Mathematical Tasks
by Francisco J. Alvarado-Rodríguez, Karla P. Ibarra-González, Cristina Eccius-Wellmann, Hugo Vélez-Pérez and Rebeca Romo-Vázquez
Mathematics 2022, 10(18), 3294; https://doi.org/10.3390/math10183294 - 11 Sep 2022
Cited by 1 | Viewed by 1510
Abstract
Objective: to identify energy patterns in the electrophysiological bands of the brain as possible indicators of overconfidence in students when they receive feedback indicating they have erred while solving a mathematical task. Methodology: EEG were recorded from 20 subjects while they performed mathematical [...] Read more.
Objective: to identify energy patterns in the electrophysiological bands of the brain as possible indicators of overconfidence in students when they receive feedback indicating they have erred while solving a mathematical task. Methodology: EEG were recorded from 20 subjects while they performed mathematical exercises. Energy changes in the delta and theta bands before, during, and after solving the task were analyzed. Results: when the answers to the exercises were shown, an increase of energy in the delta band was observed in participants with correct answers but a reduction in that band in those who answered incorrectly. Subjects with incorrect answers received feedback and then attempted to solve a second, similar, exercise. Subjects who answered correctly showed an increase of energy theta, while those with incorrect answers showed a decrease. Conclusions: the energy changes when subjects erred while solving a mathematical task could serve as a quantitative indicator for characterizing overconfidence. Full article
(This article belongs to the Special Issue Cognitive, Behavioral and Affective Variables Involved in Mathematics Education: Learning and Competence Development)
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24 pages, 867 KiB  
Article
Gender Similarities in the Mathematical Performance of Early School-Age Children
by Ana Escudero, Mᵃ Oliva Lago and Cristina Dopico
Mathematics 2022, 10(17), 3094; https://doi.org/10.3390/math10173094 - 28 Aug 2022
Viewed by 2040
Abstract
The role of gender in mathematical abilities has caught the interest of researchers for several decades; however, their findings are not conclusive yet. Recently the need to explore its influence on the development of some foundational mathematic skills has been highlighted. Thus, the [...] Read more.
The role of gender in mathematical abilities has caught the interest of researchers for several decades; however, their findings are not conclusive yet. Recently the need to explore its influence on the development of some foundational mathematic skills has been highlighted. Thus, the current study examined whether gender differentially affects young children’s performance in several basic numeracy skills, using a complex developmentally appropriate assessment that included not only standard curriculum-based measures, but also a non-routine task which required abstract thinking. Further, 136 children (68 girls) aged 6 to 8 years old completed: (a) the third edition of the standardized Test of Early Mathematical Ability (TEMA-3) to measure their mathematical knowledge; (b) the Kaufman Brief Intelligence Test (K-BIT), and (c) a non-routine counting detection task where children watched several characters performing different counts, had to judge their correctness, and justify their answers. Furthermore, frequentist and Bayesian analyses were combined to quantify the evidence of the null (gender similarities) and the alternative (gender differences) hypothesis. The overall results indicated the irrelevance or non-existence of gender differences in most of the measures used, including children’s performance in the non-routine counting task. This would support the gender similarity hypothesis in the basic numerical skills assessed. Full article
(This article belongs to the Special Issue Cognitive, Behavioral and Affective Variables Involved in Mathematics Education: Learning and Competence Development)
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17 pages, 1499 KiB  
Article
Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation
by Gustavo Morán-Soto and Omar Israel González Peña
Mathematics 2022, 10(16), 2905; https://doi.org/10.3390/math10162905 - 12 Aug 2022
Viewed by 1458
Abstract
There are great economic benefits and qualities of life when a country invests in the development of professionals in STEM areas. Unfortunately, there is a gender gap, as women are lagging behind their peers, as well as minority groups such as Hispanics, who [...] Read more.
There are great economic benefits and qualities of life when a country invests in the development of professionals in STEM areas. Unfortunately, there is a gender gap, as women are lagging behind their peers, as well as minority groups such as Hispanics, who are grossly underrepresented in these careers. Therefore, it is a priority to generate assessing instruments that are adapted to the cultural context of Latino students in their language to attract a more diverse population to STEM areas. This study presents a thorough validation process of the adaptation of the Self-Efficacy Survey (MSES) to the Spanish language and Mexican engineering context. Exploratory and confirmatory factor analyses were conducted with data collected from 683 Mexican engineering students to analyze its validity. The results highlight that the original three dimensions of the MSES still show a sound structure to assess math self-efficacy, and the confirmatory factor analysis eliminated items that were outdated and out of the context of this specific population. As a result, this study presents a 12-item adaptation that could help Latino researchers to collect reliable math self-efficacy data to better understand how their students feel when they learn and practice mathematics. Full article
(This article belongs to the Special Issue Cognitive, Behavioral and Affective Variables Involved in Mathematics Education: Learning and Competence Development)
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19 pages, 1202 KiB  
Article
Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language
by Gustavo Morán-Soto, Juan Antonio Valdivia Vázquez and Omar Israel González Peña
Mathematics 2022, 10(5), 798; https://doi.org/10.3390/math10050798 - 2 Mar 2022
Cited by 3 | Viewed by 3273
Abstract
Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. [...] Read more.
Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. Math self-efficacy has shown to be one of the most important factors affecting students’ interest in STEM majors and assessing this factor has been a great challenge for education researchers around the world due to the lack of calibrated and culturally adapted instruments. Observing this need, this seminal study conducted psychometric validation tests and cultural adaptations to the Mathematic Self-Efficacy Survey (MSES) aiming to measure this instrument in Spanish-speaking students in different STEM areas in Mexico. Data collected from 877 students were tested for validity using sequential exploratory factor analyses, and contextual modifications were performed and analyzed aiming to achieve cultural equivalency. Suggestions for continuing the adaptation and validation process of the MSES to Spanish language and STEM students’ context are presented with the results of the exploratory factor analyses. Full article
(This article belongs to the Special Issue Cognitive, Behavioral and Affective Variables Involved in Mathematics Education: Learning and Competence Development)
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