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Background: Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities., Aims: This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements., Samples: There are 1045 secondary school students (49.1% girls; M age  = 13.90, SD = .84) from Chinese mathematics classrooms in the present study., Methods: A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students., Results: Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students., Conclusions: The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students., (© 2024 British Psychological Society.)

This paper aims to trace the origins of dual entry beyond a Eurocentric boundary. The aim can be refined further by asking: did the Chinese use dual entry and how did dual entry appear in Europe. Double entry is more advanced as it includes the location of the account in which the contra entry is made. Dual entry approaches accounting, like mathematics, as a tautology, whereby an equation is constructed from a simple axiom. Defined as such, this paper argues that the concept of dual entry had its earliest origins in China. [ABSTRACT FROM AUTHOR]

Background: Digital game‐based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game‐based fraction learning from cognitive, motivational and emotional perspectives. Methods: Two hundred and sixty‐nine participants completed a pre‐test and post‐test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motivation and self‐efficacy. In addition, facial expression detection technology was employed to evaluate emotional states. Results: In general, within the DGBL environment, boys and girls exhibited similar performance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third‐grade girls exhibited significantly lower self‐efficacy than boys, but after DGBL intervention, the gender gap in self‐efficacy was no longer significant. Additionally, third‐grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth‐grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys. Conclusions: The results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys. Lay Description: What is already known about this topic: Gendered differences in math learning include historical advantages for boys, diminishing achievement gaps, persistent math anxiety with gender variations, and gender‐related disparities in intrinsic motivation and self‐efficacy, highlighting the need for targeted support for girls, particularly in science, technology, engineering, and mathematics fields.Studies on digital game‐based learning (DGBL) indicate varying effects on academic performance, with some showing improvement in girls, minimal gendered differences, and potential differential impacts on emotional states by gender.Fraction knowledge plays a pivotal role in math learning, DGBL emerges as an effective and gender‐inclusive tool to enhance conceptual understanding of fractions. What this paper adds: The game‐based fraction learning could effectively enhance conceptual understanding of fractions for third to fifth‐grade students, revealing consistent positive outcomes for both boys and girls across different grade levels, particularly in tasks related to measurement interpretation.The game‐based fraction learning significantly improves motivational experiences, particularly enhancing competence, interest, and self‐efficacy for third‐grade beginner girls, with less pronounced effects observed in fourth and fifth‐grade students.Fourth‐grade girls displayed a significantly higher proportion of angry faces compared to boys, suggesting potential differences in cognitive load, stress, and emotional engagement in digital game‐based learning.After game‐based intervention, fifth‐grade girls' cognitive outcomes were less influenced by motivational factors, while boys still demonstrated a strong correlation between motivational factors and cognitive scores. Implications for practice: Educational practitioners are encouraged to integrate game‐based learning into early childhood math education, as demonstrated by this study, which highlights the significant contribution of early exposure to game‐based learning in fostering girls' positive attitudes towards mathematics.Game designers should incorporate relevant intelligent technologies for monitoring emotions and different gameplay modes, and when learners experience negative emotions, various strategies should be employed to provide a gender‐inclusive and supportive learning environment.For girls facing challenges in mathematics, their underperformance may be associated with lower motivation levels and emotional states, and game developers can address this issue by offering positive reinforcement, personalized feedback, and challenges tailored to individual learning needs to foster competence in learners. [ABSTRACT FROM AUTHOR]

Background Study: The effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre‐class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre‐class videos to aid students' learning. Objective: This study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students. Methods: One hundred and sixty students of a senior high school in China were selected. A quasi‐experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post‐test 1 and Post‐test 2 were introduced. Results and Conclusion: The results indicate that both the FCG and the FC with pre‐class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, ρ = 0.026, η2 = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre‐class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short‐term, the long‐term effects on academic performance of both forms of FC were non‐significant when compared with traditional lectures. Lay Description: What is already known about this topic: Flipped classroom is an effective strategy in teaching mathematics.Among those challenges, video may be one of the main factors hindering the effect of flipped classroom. What this paper adds: GeoGebra could be an effective alternative to video.Effect between the flipped classroom using GeoGebra and the flipped classroom using video were similar.Both the flipped classroom with GeoGebra and the flipped classroom with videos were more effective than traditional lectures. Implications for practice and/or policy: Students' short‐term performance could be enhanced by visualisation provided by flipped classroom.To enhance students' long‐term performance, an appropriate amount of homework is suggested. [ABSTRACT FROM AUTHOR]

This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. [ABSTRACT FROM AUTHOR]

With the advent of mobile technologies, well‐designed fraction apps can be used to help children gain fraction knowledge, a challenging topic for both teachers and students. The present pilot study adopted a quasi‐experimental design to investigate whether children can learn fraction concepts equally well if half of the lesson time (20 min) is replaced with game‐based learning. Keeping the total lesson time (40 min) identical, the control group (N = 33) received traditional instruction, and the experimental group (N = 32) was presented with a blended learning approach spending half of the class time (20 min) playing tablet‐based fraction games, where each of the learners had their own tablet. The results suggested that in the posttest, the experimental group achieved similar learning gains to the control group and appear to have achieved better performance in the transfer test than the control group. This paper also discusses the efficiency of game‐based learning, the mechanism of how fraction games might enhance learning, and the potential of integrating game‐based learning in educational settings. Lay Description: What is already known about this topicAs a significant mathematical concept in daily life, fractions are crucial for later success in math learning.As a promising new technology, educational games show a great potential for improving learning.Well‐designed fraction apps can be used to help children gain fraction knowledge.What this paper addsGame‐based fraction learning can be combined with formal learning in school education.Game‐based fraction learning might provide a more efficient approach to increasing students' conceptual knowledge of fractions.The result showed that the experimental group achieved a similar cognitive level as the control group although they spent half of the time playing a game, suggesting that children can gain knowledge from the experiences of playing games.What are the implications for practice and/or policyThe result suggests that the proper use of educational games in teaching fractions can make learning more efficient.Further research needs to be done to determine whether the fraction understanding gained through playing these games will have an impact on students' future learning of more complicated fraction concepts. [ABSTRACT FROM AUTHOR]

Although the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic‐math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic‐math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic‐math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed. Practitioner notesWhat is already known about this topicSocial media use for learning is associated with students' academic motivation, engagement and academic achievement.Social media use may have affordances for identity development, especially for ethnic minorities.The formation of ethnic minority students' math identity is intertwined with their math and ethnic socialization.What this paper addsSocial media use for math learning was directly and positively related to ethnic minorities' math identity.This study quantitatively confirmed the associations of bicultural identity integration and ethnic‐math beliefs with math identity.Social media use suppressed the relations of bicultural identity integration and ethnic‐math beliefs with math identity.Implications for practice and/or policyPromoting social media use for math learning benefits ethnic minority students' math identity.Social media use for math learning could alleviate the maladaptive role of low bicultural identity integration and biased ethnic‐math beliefs in math identity development.Ethnic minority students' math identity socialization processes merit attention. [ABSTRACT FROM AUTHOR]

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People's understanding of accumulation (stock) and of rates of change (flows) is essential to successful decision making in dynamic environments. However, past research suggests that highly educated Western people are often unable to infer the behavior of stock–flow systems. In an empirical study involving a population of university students in China, we tested whether mathematical knowledge, global–local processing and domain experience affect participants' performance in stock–flow tasks. We find that Chinese undergraduates had good performance in general, and individuals with more mathematical knowledge performed better on stock–flow tasks. We discuss the possible reasons that explain these participants' success. Future research needs to extend our work to more diverse populations across different cultures, nations and education systems. Comparative studies on the content of math education under a cross‐cultural frame are desirable to uncover more essential factors for people's understanding of stock–flow structures. © 2019 System Dynamics Society [ABSTRACT FROM AUTHOR]

Drawing on classic social identity theorizing (Tajfel, Differentiation between social groups: Studies in the social psychology of intergroup relations, London, UK, Academic Press, 1978), we propose that low-status minority group members' self-efficacy and performance on intellectual tasks can be enhanced by prompting them to believe in a better future for their group (i.e., increasing awareness of cognitive alternatives to the existing low-status position). Study 1 manipulated cognitive alternatives among 157 migrant workers' children in China, showing that self-efficacy was enhanced in the high compared to the low cognitive alternative condition. Study 2 extended this experimental finding among 114 migrant workers' children: Participants in the high cognitive alternative condition performed better on mathematics and attention tasks than did participants in the low cognitive alternative condition. Results highlight the power of believing in a better future for the collective as a means of enhancing self-efficacy and educational outcomes among members of disadvantaged groups. [ABSTRACT FROM AUTHOR]

Computer assisted learning (CAL) programs have been shown to be effective in improving educational outcomes. However, the existing studies on CAL have almost all been conducted over a short period of time. There is very little evidence on how the impact evolves over time. In response, we conducted a clustered randomized experiment involving 2741 boarding students in 72 rural schools in China to evaluate impacts of CAL programs over the long term. Our results indicate that a CAL program that was implemented for one year and a half increased math scores by 0.25 standard deviations for third graders and 0.26 standard deviations for fifth graders. In addition, we have shown that students gained in math learning in both CAL Phase I (which ran for one semester in spring 2011) and CAL Phase II (which ran for both semesters of the 2011-2012 academic year) programs. By testing for heterogeneous effects, we find that the CAL intervention worked well for both the poorer performing and better performing students in the third and fifth grades. We also find that the third grade girls seem to have improved more than the boys in math in the short term (CAL Phase I). [ABSTRACT FROM AUTHOR]

The article discusses the misconception of the equal sign and concept of equivalence by students in the United States. Most students misunderstand the equal sign as an operator rather than a relational symbol of equivalence or quantity sameness. The authors examine variables that contribute to students' equivalence misconception and whether the equal sign misconception still exists in the United States and China by examining instructional materials and educational curricula in the respective countries.