The experience of math anxiety can have detrimental effects on students’ math performance, and re... more The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g = -0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.
A large portion of mathematics education centers heavily around imitative reasoning and rote lear... more A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent gro...
This study examined the relationship between reading comprehension, working memory (WM) and learn... more This study examined the relationship between reading comprehension, working memory (WM) and learning strategies. The results revealed that working memory predicted reading comprehension, both immed ...
Vart projekt visar att kognition och emotion har stor betydelse for ak 3 elevers matematikprestat... more Vart projekt visar att kognition och emotion har stor betydelse for ak 3 elevers matematikprestation. Det var 13 ganger hogre risk att prestera lagt i matematik for elever identifierade med en risk ...
In a study with 91 upper-secondary students the efficiency of two different types of mathematical... more In a study with 91 upper-secondary students the efficiency of two different types of mathematical practice tasks, procedural based algorithmic tasks and creative reasoning tasks, were studied. It w ...
Wiklund-H€ C., Jonsson, B. & Nyberg, L. (2013). Strengthening concept learning by repeated testin... more Wiklund-H€ C., Jonsson, B. & Nyberg, L. (2013). Strengthening concept learning by repeated testing. Scandinavian Journal of Psychology. The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology keyconcepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five-week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is argued that teaching methods involving repeated retrieval are important to consider by the educational system.
A large number of behavioral studies show that retrieval practice is a powerful way of strengthen... more A large number of behavioral studies show that retrieval practice is a powerful way of strengthening learning of new information. Repeated retrieval might support long‐term retention in a quantitative sense by inducing stronger episodic representations or in a qualitative sense by contributing to the formation of more gist‐like representations. Here we used fMRI to examine the brain bases related to the learning effects following retrieval practice and provide imaging support for both views by showing increased activation of anterior and posterior hippocampus regions during a delayed memory test.
Abstract The aim of this study was to investigate the interplay between test anxiety and working ... more Abstract The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.
Since mathematical tasks are central to the teaching of mathematics, it is crucial to extend our ... more Since mathematical tasks are central to the teaching of mathematics, it is crucial to extend our knowledge of the characteristic features of tasks that are conducive to student development of problem-solving and reasoning abilities as well as conceptual understanding. The aim of the dissertation is to investigate how different types of mathematical tasks affect student learning and choice of learning strategies. This is done through a twofold approach: 1) to test the hypothesis that tasks affording students the opportunity and responsibility for constructing knowledge are more effective learning tools than tasks for which the solution is presented, and 2) to analyse the educational message embedded in the teacher’s formulation of the mathematical tasks on the Internet. The main conclusion is that the type of task students engage with is important for their learning of new things. The participants who were engaged in creating their own solutions were less successful during practice but performed better on the tests in comparison with the participants who were involved in solving the tasks with a given method. The results of the sub-studies indicate that in a learning situation consisting of repeated practice of a solution method, the results are closely related to the students’ cognitive ability. The investigation shows that tasks inviting the opportunity to be solved through creative reasoning, to a certain extent serve a compensatory function in relation to students’ cognitive resources. This means that the participants need not put in so much effort in the test situation if they have practiced creative reasoning. One conclusion to be drawn from the study of the educational message in Internet documents, when it comes to teachers’ formulation of tasks, is that there are many teachers who design tasks that encourage young students’ creative reasoning. However, the educational message in the documents shows that the teachers demand relatively little of the students in the majority of the tasks. The result indicates that there is some uncertainty about how to formulate and use tasks to support the older student’s mathematical development. The way the tasks are formulated indicates a lack of discursive tools to clarify the intended educational situation. Thus, the qualities in the tasks are hidden resources.
Proceedings of the National Academy of Sciences, 2021
We here demonstrate common neurocognitive long-term memory effects of active learning that genera... more We here demonstrate common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) by the use of fMRI. One week after active learning, relative to more passive learning, performance and fronto-parietal brain activity was significantly higher during retesting, possibly related to the formation and reactivation of semantic representations. These observations indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance. Our findings are of broad interest and educational significance related to the emerging consensus of active learning as critical in promoting good long-term retention.
It is well established that math anxiety has a negative relationship with math performance (MP). ... more It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)—working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA—MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA—MP correlation using a random-effects model. This resulted in a mean correlation of r = −0.168. The database search of WM as a mediator for the MA—MP relation revealed 15 effects sizes lead...
Ungdomar ror pa sig allt mindre och endast 17 % av alla hogstadieelever i Finland nar upp till mi... more Ungdomar ror pa sig allt mindre och endast 17 % av alla hogstadieelever i Finland nar upp till minimimangden en timmes fysisk aktivitet per dag. Tidigare forskning visar att det finns ett positivt ...
The experience of math anxiety can have detrimental effects on students’ math performance, and re... more The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g = -0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.
A large portion of mathematics education centers heavily around imitative reasoning and rote lear... more A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent gro...
This study examined the relationship between reading comprehension, working memory (WM) and learn... more This study examined the relationship between reading comprehension, working memory (WM) and learning strategies. The results revealed that working memory predicted reading comprehension, both immed ...
Vart projekt visar att kognition och emotion har stor betydelse for ak 3 elevers matematikprestat... more Vart projekt visar att kognition och emotion har stor betydelse for ak 3 elevers matematikprestation. Det var 13 ganger hogre risk att prestera lagt i matematik for elever identifierade med en risk ...
In a study with 91 upper-secondary students the efficiency of two different types of mathematical... more In a study with 91 upper-secondary students the efficiency of two different types of mathematical practice tasks, procedural based algorithmic tasks and creative reasoning tasks, were studied. It w ...
Wiklund-H€ C., Jonsson, B. & Nyberg, L. (2013). Strengthening concept learning by repeated testin... more Wiklund-H€ C., Jonsson, B. & Nyberg, L. (2013). Strengthening concept learning by repeated testing. Scandinavian Journal of Psychology. The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology keyconcepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five-week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is argued that teaching methods involving repeated retrieval are important to consider by the educational system.
A large number of behavioral studies show that retrieval practice is a powerful way of strengthen... more A large number of behavioral studies show that retrieval practice is a powerful way of strengthening learning of new information. Repeated retrieval might support long‐term retention in a quantitative sense by inducing stronger episodic representations or in a qualitative sense by contributing to the formation of more gist‐like representations. Here we used fMRI to examine the brain bases related to the learning effects following retrieval practice and provide imaging support for both views by showing increased activation of anterior and posterior hippocampus regions during a delayed memory test.
Abstract The aim of this study was to investigate the interplay between test anxiety and working ... more Abstract The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.
Since mathematical tasks are central to the teaching of mathematics, it is crucial to extend our ... more Since mathematical tasks are central to the teaching of mathematics, it is crucial to extend our knowledge of the characteristic features of tasks that are conducive to student development of problem-solving and reasoning abilities as well as conceptual understanding. The aim of the dissertation is to investigate how different types of mathematical tasks affect student learning and choice of learning strategies. This is done through a twofold approach: 1) to test the hypothesis that tasks affording students the opportunity and responsibility for constructing knowledge are more effective learning tools than tasks for which the solution is presented, and 2) to analyse the educational message embedded in the teacher’s formulation of the mathematical tasks on the Internet. The main conclusion is that the type of task students engage with is important for their learning of new things. The participants who were engaged in creating their own solutions were less successful during practice but performed better on the tests in comparison with the participants who were involved in solving the tasks with a given method. The results of the sub-studies indicate that in a learning situation consisting of repeated practice of a solution method, the results are closely related to the students’ cognitive ability. The investigation shows that tasks inviting the opportunity to be solved through creative reasoning, to a certain extent serve a compensatory function in relation to students’ cognitive resources. This means that the participants need not put in so much effort in the test situation if they have practiced creative reasoning. One conclusion to be drawn from the study of the educational message in Internet documents, when it comes to teachers’ formulation of tasks, is that there are many teachers who design tasks that encourage young students’ creative reasoning. However, the educational message in the documents shows that the teachers demand relatively little of the students in the majority of the tasks. The result indicates that there is some uncertainty about how to formulate and use tasks to support the older student’s mathematical development. The way the tasks are formulated indicates a lack of discursive tools to clarify the intended educational situation. Thus, the qualities in the tasks are hidden resources.
Proceedings of the National Academy of Sciences, 2021
We here demonstrate common neurocognitive long-term memory effects of active learning that genera... more We here demonstrate common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) by the use of fMRI. One week after active learning, relative to more passive learning, performance and fronto-parietal brain activity was significantly higher during retesting, possibly related to the formation and reactivation of semantic representations. These observations indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance. Our findings are of broad interest and educational significance related to the emerging consensus of active learning as critical in promoting good long-term retention.
It is well established that math anxiety has a negative relationship with math performance (MP). ... more It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)—working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA—MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA—MP correlation using a random-effects model. This resulted in a mean correlation of r = −0.168. The database search of WM as a mediator for the MA—MP relation revealed 15 effects sizes lead...
Ungdomar ror pa sig allt mindre och endast 17 % av alla hogstadieelever i Finland nar upp till mi... more Ungdomar ror pa sig allt mindre och endast 17 % av alla hogstadieelever i Finland nar upp till minimimangden en timmes fysisk aktivitet per dag. Tidigare forskning visar att det finns ett positivt ...
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