This study tests the hypothesis that cultural differences in group orientation predict an interaction between the student variable—ethnicity—and a learning context variable—reward structure—on 10 math performance after group learning. One hundred and thirty-two African-American and EuropeanAmerican female and male fourth and fifth grade students studied math estimation in one of three group lea...

This report of findings describes students’ self-reported difficulty and anxiety during test taking and the effect of deliberate gasping or diaphragmatic breathing on the ability to solve math problems. During the evaluation of an experiential classroom activity, 103 university students filled out a short questionnaire about performance anxiety and blanking out when taking exams. Then, they wer...

Due primarily to the difficulty of obtaining ideal data, much remains unknown about how college majors are determined. We take advantage of longitudinal expectations data from the Berea Panel Study to provide new evidence about this issue, paying particular attention to the choice of whether to major in math and science. The data collection and analysis are based directly on a simple conceptual...

Mathematical skills are of critical importance, both academically and in everyday life. Neuroimaging research has primarily focused on the relationship between mathematical skills and functional brain activity. Comparatively few studies have examined which white matter regions support mathematical abilities. The current study uses diffusion tensor imaging (DTI) to test whether individual differ...

As a teacher or administrator, seeing a student scoring 100% in an exercise series within an online learning system would typically raise no immediate worries. This paper analyzes the "one hundred percenter" sessions in a math learning system. We argue that some student sessions with 100% score may actually not be predictive of student's learning success, and that a frequently exhibited student...

This two-group, pretest-posttest, quasi-experimental study compared secondary students’ learning of Algebra II materials over a 4-week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live-lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. ...