Individual Differences in Children's Online Math Learning
Location
Golden Eagles
Department
Psychology
Abstract
Math achievement in algebra and beyond critically depends on children’s correct interpretation of the equal sign as meaning the same as (i.e., mathematical equivalence). Here we investigate whether factors related to general math achievement predict children's learning from an online math equivalence lesson. Second to fifth graders (N = 172) participated in the study over Zoom. We measured children’s mathematical equivalence understanding before and after video lessons with and without instructional gestures. We also measured children’s problem solving variability, working memory, gender, and screen time. Ongoing analyses investigate whether these factors are advantageous to children’s math learning. Results of this study may assist in teaching mathematical equivalence and improve online math instruction.
Faculty Sponsor
Andrew Young, Northeastern Illinois University
Individual Differences in Children's Online Math Learning
Golden Eagles
Math achievement in algebra and beyond critically depends on children’s correct interpretation of the equal sign as meaning the same as (i.e., mathematical equivalence). Here we investigate whether factors related to general math achievement predict children's learning from an online math equivalence lesson. Second to fifth graders (N = 172) participated in the study over Zoom. We measured children’s mathematical equivalence understanding before and after video lessons with and without instructional gestures. We also measured children’s problem solving variability, working memory, gender, and screen time. Ongoing analyses investigate whether these factors are advantageous to children’s math learning. Results of this study may assist in teaching mathematical equivalence and improve online math instruction.