Math anxiety (MA)-working memory (WM) relationships have typically been examined in the context of arithmetic problem solving, and little research has examined the relationship in other math domains (e.g., algebra). Moreover, researchers have tended to examine MA/worry separate from math problem solving activities and have used general WM tasks rather than domain-relevant WM measures. Furthermo...

The study focused on the relationship of English proficiency and math performance in a sample of high school students, including 47% English language learners (ELLs). Data sources included state math test scores, study-specific preand posttest scores, problem solving in an online math tutorial, and responses to a self-report assessment of mathematics selfconcept. English conversational and read...

Studies have shown that number line estimation is important for learning. However, it is yet unclear if number line estimation predicts different mathematical skills in different grades after controlling for age, non-verbal cognitive ability, attention, and working memory. The purpose of this study was to examine the role of number line estimation on two mathematical skills (calculation fluency...

Math word problems resembles daily life situation. Solving math word problem is a challenging task for normal students. It is still more complex for those having problem in learning. Mastering in solving math word problem can help them in leading daily life activities. Technology plays a vital role in education for all, including the students being discriminated in normal schools due to their d...

We determine the distribution of duration in the gambler’s ruin problem given that one specific player wins. In this version we allow ties in the single games. We present a unified approach which uses generating functions to prove and extend some results that were obtained in [Frederick Stern, Conditional expectation of the duration in the classical ruin problem, Math. Mag. 48 (4) (1975) 200–20...

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3(rd)-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randoml...

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and ...

The difficulties children with ADHD experience solving applied math problems are well documented; however, the independent and/or interactive contributions of cognitive processes underlying these difficulties are not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children's ability to solve applied math problems: working memory (WM)...

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