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| Abstract |
The goal of the study was to observe how implicit learning techniques may deferentially affect students compared to more traditional declarative methods, particularly in learning mathematics. Declarative methods in teaching may influence the amount of math anxiety a young student experiences due to limited working memory capacity and thus can impact their future skills in mathematics. In the previous study, implicit memory techniques were utilized as a method of intervention for primary school students. The study aimed to improve learning abilities in young children through the use of a number line focused on symbolic magnitude estimation. Results from the study concluded that the stated methodology of implicit training facilitated learning improvements in mathematical skills and mental representations of mathematical concepts. The intervention was particularly beneficial for students with math anxiety. The current study was conducted in the hopes of replicating previous findings with a larger and more representative sample. To ensure consistency in developing the current study, a similar methodology was reinstated. The results suggest that partial replication of the prior study had occurred and there is reason to explore the possibility of further experimental trials and the impacts these methods have for young minds learning in classrooms. Analyses were also conducted in the study to explore the impacts of the intervention on math anxiety. Our data shows that there was not a change in math anxiety over time, however additional research may show other effective intervention methods may have long-term impacts in reducing anxiety levels.
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Faculty Mentor
Chris Was Erin Graham
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| Modified Abstract |
In a previous study, implicit learning techniques were utilized as a method of intervention for primary school students. The study aimed to improve math abilities in young children through the use of a number line intervention focused on symbolic magnitude. Results from the study concluded that the stated methodology of implicit training facilitated learning improvements in mathematical skills and mental representations of mathematical concepts. Results also indicated that the intervention was particularly helpful for students with math anxiety. The current study was administered in the hopes to replicate and extend prior work using a larger, more representative sample. To ensure consistency in developing the current study, a similar methodology was reinstated. The results suggest a partial replication of prior work. |
| Permalink | https://oaks.kent.edu/ugresearch/2020/psychology/efficacy-number-line-interventions-math-skills-and-anxiety-second-grade |
The Efficacy of Number Line Interventions on Math Skills and Anxiety for Second-Grade Students
Sayre, A., Sheldon, K., & Khan, Z. (n.d.). The Efficacy of Number Line Interventions on Math Skills and Anxiety for Second-Grade Students (1–). https://oaks.kent.edu/node/10352
Sayre, Alexis, Katie Sheldon, and Zarina Khan. n.d. “The Efficacy of Number Line Interventions on Math Skills and Anxiety for Second-Grade Students”. https://oaks.kent.edu/node/10352.
Sayre, Alexis, et al. The Efficacy of Number Line Interventions on Math Skills and Anxiety for Second-Grade Students. https://oaks.kent.edu/node/10352.