Search

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the psychometric properties of the numerical ability test using a three-parameter logistic (3PL) model within the framework of item response theory (IRT). The test comprises 30 dichotomous items and was administered to 2,689 fifth and sixth-grade students in schools across the Arab Gulf countries. The findings indicate a strong alignment of the test items with the three-parameter model, affirming the validity of the IRT approach. The test also meets the criteria for unidimensionality (UD) and local independence, establishing its psychometric soundness. Notably, the numerical ability test excels in discriminating between examinees with varying levels of numerical ability, particularly those with low or average abilities. Moreover, the scale exhibits a high level of reliability, with a marginal reliability coefficient of 0.83. These results suggest the potential for future research aimed at further enhancing the test’s precision and effectiveness. [ABSTRACT FROM AUTHOR]

Abstract Several studies have reported that animals’ personalities are often correlated with individual differences in cognition. Here, we tested whether personality is related to cognition across species, focusing on 10 freshwater fishes and a task relevant for fitness, the ability to discriminate shoal size. Bolder species exhibited more ‘shuttle’ behavior for information sampling during shoal selection and showed high performance (HP) in the numerical discrimination than shyer species, i.e., low performance (LP) species. Species at both the high and low ends of sociability showed LP, possibly due to loosened selection pressure because of either no need to perform shoal size discrimination tasks frequently in nature for very high sociability species or decreased willingness and motivation to join and stay within shoals for very low sociability species. Notably, the numerical discrimination was sensitive to the numerical contrast ratio in LP species but not in HP species, suggesting that the numerical system used for size discrimination also varied between species. Overall, we demonstrated the interspecies relationship between personality and shoal size discrimination across fish species, suggesting an evolutionary link between numerical abilities and behavior.

This research is motivated by the fact that not all students can do math calculations well. This can be seen when students carry out exercises on matrix material and the application of linear functions in economics that require numerical skills, namely the addition and subtraction of integers. There are still many students who are confused in doing the exercise, especially with quite large numbers such as tens and hundreds. At the time of doing the distribution of many students who hesitate in doing it. Likewise with multiplication, there are even some students who have not memorized multiplication from 1 to 10. From this the researcher concludes that not all students have good numerical skills, so that students in working on math problems tend to experience difficulties and cause students' low economic mathematics learning outcomes. The average student learning outcomes are still below the minimum standard, in this case it can be seen from the midterm exam scores in mathematics economics management students at the Faculty of Economics, Universitas Sumatera Barat. So, one of the factors that influence students' learning outcomes in economics mathematics is numerical ability. This type of research is ex post facto correlational research, namely research that is intended to determine whether there is a relationship between two or several variables. The population in this study were all management students at the Faculty of Economics, Universitas Sumatera Barat, who took four classes of economics mathematics, consisting of 128 students. The instruments used in this study were numerical ability tests and learning achievement tests. The analysis used in this research is linear correlation analysis. The results showed that there was a significant relationship between numerical ability and the learning outcomes of economic mathematics students at the Faculty of Economics, Universitas Sumatera Barat. This is also seen from the value of the correlation coefficient , the correlation coefficient when seen in the table of the level of closeness of the relationship between X and Y variables, then the level of closeness of the relationship is in the medium relationship category because it is in the range. So, it can be concluded that there is a significant relationship between numerical ability and the results of learning economics mathematics from students of management at the Faculty of Economics, Universitas Sumatera Barat.

In order to maximize students' classroom learning experiences, there is a need to consider the informal knowledge they bring into the classroom. The context of students' life plays an important role in the learning process. This study examined the comparative effect of contextualized-cubing and teacher-centred conventional instructional strategies on secondary school Physics students' academic achievement. The study also examined the moderating effect of numerical ability. The constructivist theory provided the theoretical foundation. The empirical investigation adopted a quasi-experimental design and involved 107 Physics students from selected secondary schools in Ibadan Metropolis, Nigeria. Quantitative data was collected through the administration of Physics Achievement Test (PAT) and Students' Numerical Ability Test (SNAT). Mixed model analysis was utilised by the study. The contextualised cubing instructional strategy was found to be effective in enhancing the students' academic achievement in Physics irrespective of students' numerical ability. The study, therefore, concludes that the contextualised-cubing instructional strategy is a suitable pedagogical strategy for Physics classroom instruction. Theoretical implications for contextually responsive pedagogy are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study was to describe the numeracy abilities of junior high school students in Bengkulu City in solving math problems based on minimum competency assessment questions. The results of this study for the long term can be used to prepare students’ abilities to face the minimum competency assessment test. The research method used is survey research with a qualitative descriptive approach. The population in this study were all Class VIII students from the State and Private junior high schools of Bengkulu City, namely 40 schools. Sample selection was done in two stages: stratified random sampling and simple random sampling. The research sample consisted of 8 junior high schools in Bengkulu City that met the sample criteria. Data was collected using the minimum competency assessment level 4 math test instrument with 8 items based on the minimum competency assessment grid. Data analysis was carried out with descriptive statistics to describe students' abilities, and prediction tests were conducted using regression tests to describe students' readiness to take the minimum competency assessment test. The results of the study based on the material aspect showed that: (1) students' mastery of number material was 54.47%, (2) algebraic material mastery was 46.44%, (3) students' mastery of geometry material was 33.15%, and (4) material data and opportunities of 18.81%. The analysis results of the level of student knowledge about implementing minimum competency assessment are, on average, in the less category with a percentage of 48.42%. Based on the results of the study, it is recommended that there be the socialization of the application of minimum competency assessment to teachers and students as well as the preparation of special questions so that students are accustomed to solving minimum competency assessment-based questions.

Education has an important role in the development and development of a nation to civilize humans. The process of transferring knowledge takes place continuously that occurs systematically from one person to another. The Transfer of knowledge that occurs is expected to change the attitude, behavior, morals, ethics, and maturity of one's thinking. Learning that uses a variety of learning methods provides a fun transfer of knowledge by involving teachers and students that is carried out in the world of education at school. Based on observations made by researchers, it was found that the low numerical ability of students in the study, so the researchers conducted a study using a role playing model using traditional market games in the learning process. This study aims to analyze the effect of role playing models with traditional games of the market on the numerical ability of students on the average difference pretest-posttest. Actors in the game markets are children who have not been so burdened with activities that require energy and mind. This study is a pre-experimental design with one-group pretest-posttest design. The study was conducted in Class V SDN 01 Gemiring Kidul, Nalumsari, Jepara. The independent variable of this research is role playing model using traditional market games, while the dependent variable is the numerical ability of students. Data analysis techniques used Are t test on pretest and posttest results with a significance level of 5%. Based on the results obtained it can be concluded that the application of role playing model using traditional market games have an influence on the numerical ability of students, with the average numerical ability of students before being given treatment of 52.5 and after using the role playing model with traditional market games of 82.83. The difference in the average result has a difference of 30.33 which shows a significant effect on students ' numerical ability.

Cognitive deficits are commonly seen in people with arthritis. However, previous studies focused primarily on small-sized clinical samples. There is a need for cohort-based studies, which are characterized by high generalizability. In addition, these studies mainly focused on attention, memory, and executive function. However, cognition is not a single concept, but includes other cognitive domains, such as verbal fluency and arithmetic abilities. Thus, we aim to explore how arthritis can affect cognitive abilities, including episodic memory, semantic verbal fluency, fluid reasoning, and numerical ability by using a large cohort from the United Kingdom. The main findings were that people with arthritis have significantly lower immediate word recall (t(2257) = −6.40, p < 0.001, Cohen's d = −0.12, 95% C.I. = [−0.16, −0.08]), delayed word recall (t(2257) = −5.60, p < 0.001, Cohen's d = −0.11, 95% C.I. = [−0.14, −0.07]), semantic verbal fluency (t(2257) = −3.03, p < 0.01, Cohen's d = −0.06, 95% C.I. = [−0.10, −0.02]), fluid reasoning (t(2257) = −3.96, p < 0.001, Cohen's d = −0.07, 95% C.I. = [−0.11, −0.04]), and numerical ability (t(2257) = −3.85, p < 0.001, Cohen's d = −0.07, 95% C.I. = [−0.10, −0.03]) compared to what they would expect given their demographics. Interventions are needed to improve cognitive abilities in people with arthritis. [ABSTRACT FROM AUTHOR]

Mathematics is needed to achieve sustainable development goal 4, which targets inclusive, equitable education cum lifelong learning. Nonetheless, the students' achievement in senior secondary mathematics is below average. Thus, this study examined the effects of the Rich Task strategy and numerical ability on senior secondary mathematics achievement. The sample comprised 203 pupils from two public senior secondary schools in Ijebu-Ode Local Government Area, Ogun State, selected on purpose. Three data collection instruments are the Mathematics Achievement Test (r = 0.84), the Numerical Ability Test (r = 0.79), and the Treatment Instructional Package. The data collected were analysed with descriptive and inferential statistics at 0.05 significance. The study discovered that the treatment significantly influenced students' academic achievement, with the Rich Task instructional strategy found to be more effective than the conventional method. The findings also showed that numerical ability significantly impacted academic achievement, with high-ability students outperforming low and medium-ability students. However, there was no significant interaction effect between instructional strategies and numerical ability on students' academic achievement. The study recommended that teachers employ Rich Task Strategy to meet their students' different learning requirements and skills, and the implications for achieving sustainable development Goal 4 were identified. [ABSTRACT FROM AUTHOR]

Mathematics is one of the subjects that provides the provision of reasoning needed to become a quality human being. Counting is a very small part of mathematics, but it is very important. This study aims to analyze the difficulties in numeracy of the Marind and Kanum tribal communities in Yanggandur and Wasur Villages, Merauke Regency. The methods used are literature study and observation. The results of the study show that the Marind and Kanum tribes have difficulty calculating operations in large numbers because most of the people's daily lives do not use large numbers of addition and subtraction operations, namely hunting and fishing. The community also has staple foods, namely kumbili and sago, which are obtained from their own villages so that there are no transactions that require large amounts of calculation.

The study examined effect of circle the sage instructional strategy on students’ numerical ability in Physics in senior secondary schools in Ikere local government of area of Ekiti state. A sample of sixty (60) students was selected for the study. A self-structured Physics Numerical Ability Test was used for data collection. A pre-test post-test quasi experimental research design was employed for the study. Two secondary schools in Ekiti state were chosen for the study. A test-retest method was employed to ascertain the reliability of the instrument, using Pearson Product Moment Correlation (PPMC). Three (3) hypotheses were formulated for the study. Self constructed twenty items multiple choice questions was used to collect the date and the data collected were analysed using ANCOVA. The findings of the study revealed that there was no significant effect of treatment on numerical ability of students in Physics, there was no significant effect of gender on numerical ability of students in Physics and there was no significant interaction effect of treatment and gender on numerical ability of students in Physics. Therefore, the study recommended that, though there was no effect of circle the sage strategiy on students’ numerical ability but cicle the sage with other strategies should be used to teach Physics at all level and be incorporated into the teaching of Physics at the secondary school level.

Coronary heart disease (CHD) is one of the main cardiovascular diseases that can cause disability and death across the globe. Although previous research explored the links between CHD and cognitive deficits, only a subset of cognitive abilities was analyzed and a small clinical sample size was used. Thus, the aim of the current study is to assess how CHD can affect the cognitive domains of episodic memory, semantic verbal fluency, fluid reasoning, and numerical ability in a large cohort of participants from the United Kingdom. Results revealed that episodic memory, semantic verbal fluency, fluid reasoning, and numerical ability are negatively affected by CHD. Prevention and intervention should be developed to preserve cognitive abilities in people with CHD, but more studies should explore specific ways of doing so. [ABSTRACT FROM AUTHOR]

A test on aptitude is a structured assessment that aims to evaluate the candidates' talent and/or skill in accomplishing particular tasks without any prior knowledge or training. Assessing the basic mathematical skill of the candidates through an aptitude test can help highlight exemplary candidates who can really make a valuable contribution to their mathematical work in the future. This study focused on the construction and validation of mathematical aptitude test. The prime objective of the study was to construct and standardise an aptitude test in Mathematics for Std IX students. For this purpose, the investigator used the survey method. Fifty items of objective type were prepared. The test was administered to a sample of three hundred students in Thoothukudi. The content validity was found by the opinion of experts. The reliability coefficient was found to be 0.77. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to describe the numerical abilities of male and female students in grade VIII of SMP Negeri 10 Kendari; and to analyze the differences in numerical abilities of male and female students in grade VIII of SMP Negeri 10 Kendari. This type of research is quantitative descriptive research with the population in this study is all grade VIII students of SMP Negeri 10 Kendari which number 157 students. Sampling using total sampling techniques selected a sample of 157 students as well. Data collection techniques use students' numerical ability tests. Based on the results of the data analysis and discussion obtained conclusions: (1) numerical ability reviewed gender for grade VIII students of State Junior High School 10 Kendari is in the low category of both male and female students; (2) no difference in the numerical ability of Grade VIII students of SMP Negeri 10 Kendari is reviewed by gender.

Numerical ability in learning mathematics is an important thing for students to facilitate teaching and learning process. SAVI and SNAWBALLING are learning models that can facilitate the development of numerical abilities of students. The purpose of this study is to determine the effect of SAVI and SNOWBALLING learning models on the numerical ability of students. This research is a type of research Quasy Experimental Design. The sampling technique used was class random technique with row and series material. The instrument used to collect data was a numerical ability test in the form of a description item. The data analysis technique of this study used the T-Test analysis technique. The results of this study are that the two models do not have the same numerical ability of students, meaning that there are differences in the impact given by the SAVI learning model and the SNOWBALLING learning model on numerical ability. The numerical ability of students using the SAVI learning model is better than using the SNOWBALLING learning model.

This study analyzed the relative importance of different cognitive abilities for solving complex mathematical word problems (CWPs)—a demanding task of high relevance for diverse fields and contexts. We investigated the effects of spatial, verbal, numerical, and general reasoning abilities as well as gender on CWP performance among N = 1282 first-year university engineering students. Generalized linear mixed models unveiled significant unique effects of spatial ability, β = 0.284, verbal ability, β = 0.342, numerical ability, β = 0.164, general reasoning, β = 0.248, and an overall gender effect in favor of male students, β = 0.285. Analyses revealed negligible to small gender effects in verbal and general reasoning ability. Despite a gender effect in spatial ability, d = 0.48, and numerical ability, d = 0.30—both in favor of male students—further analyses showed that effects of all measured cognitive abilities on CWP solving were comparable for both women and men. Our results underpin that CWP solving requires a broad facet of cognitive abilities besides mere mathematical competencies. Since gender differences in CWP solving were not fully explained by differences in the four measured cognitive abilities, gender-specific attitudes, beliefs, and emotions could be considered possible affective moderators of CWP performance. [ABSTRACT FROM AUTHOR]

Indonesia has many gifted young scientists, who need to get support and good opportunities to work. Numerical ability is one element that must be mastered in mathematics. This study aims to determine the effect of numerical ability of students who take part in learning using the Team Assisted Individualization (TAI) learning model with those who follow conventional learning models. The type of research is quasi experimental design. The instrument used to test numerical ability on the topic of sequences and series is an essay. Data were analyzed from the results of the posttest using t-test. Based on the calculation, obtained that tcount of 3,977 and ttable of 2,005, it can be concluded that ttable = table means that the Team Assisted Individualization (TAI) learning model has a good impact on the numerical ability of students. [ABSTRACT FROM AUTHOR]

• Four-year olds understand not only repeating, but also growing patterns. • Growing patterns are more difficult than repeating patterns. • The impact of pattern type on patterning performance depends on the type of activity. • Different aspects of patterning performance uniquely relate to early numerical ability. In this study, we aimed to address two gaps in research on early mathematical patterning, namely the lack of attention (1) to growing patterns and (2) to the association between different aspects of patterning and numerical ability. Participants were 400 four-year olds from a wide range of socio-economic backgrounds. Children's patterning and numerical ability were assessed by means of individual tasks. The patterning tasks assessed their performance on three patterning activities (i.e., extending, translating, and identifying the pattern's structure) for two types of patterns (i.e., repeating and growing). The numerical measure included a set of eight well-known numerical tasks. We additionally controlled for individual differences in spatial ability and visuospatial working memory. Results indicated an effect of both activity and patterning type on children's patterning performance, as well as an interaction between both. Furthermore, children's performance on four out of six patterning tasks uniquely contributed to their numerical ability above age, spatial ability, and visuospatial working memory. These findings support the importance of specific pattern types and patterning activities in the early stage of children's mathematical development and give directions for further educational practices. [ABSTRACT FROM AUTHOR]

This study aimed at finding out the effect of Treffinger creative learning model with RME principles on creative thinking skills by controlling numerical ability. This study was conducted to the fifth grade students of elementary schools in Manggarai regency using post-test only control group design of experiment. This study involved 101 fifth grade students as sample who were selected by using random sampling technique. The instruments were numeric ability test and creative thinking skill test. Data were analyzed by using ANCOVA aided by SPSS 23.0 program. The results showed that 1) the creative thinking skill of the students who learned mathematics Treffinger creative learning model with RME principles was higher than those who learned mathematics through conventional model, 2) the creative thinking skill of the students who learned through Treffinger creative learning model with RME principles was higher than those who learned through conventional learning model, after controlling numeric ability, 3) numeric ability gives a 33,2% contribution to the students'creative thinking skill. These findings show that Treffinger creative learning model with RME principles has a significant effect on the students'creative thinking skill. Mathematics teachers are suggested to employ this model in developing students'creative thinking skill. [ABSTRACT FROM AUTHOR]

A large number of studies showed that fish possess numerical abilities similar to those reported in mammals and birds. However, inter-individual differences in numerical performance are repeatedly found with different types of stimuli and methodological approaches. A recent study on guppies, Poecilia reticulata , suggested that strongly lateralized individuals, assayed for eye preference in a mirror test, were better than poorly lateralized ones when tested for numerical abilities in a natural shoal choice. This study, however, had a potential confound; both the mirror and the shoal choice tests exploit the higher sociality and schooling tendencies in guppies. It is therefore possible that sociality rather than lateralization per se may have been responsible for the observed differences. In the present study, guppies were selected for high or low lateralization using a non-social test, the detour test. Subjects preferentially turning rightward (RD) or leftward (LD) when facing a dummy predator visible behind a barrier proved better than those with no preference (NL) when required to choose the larger of two groups in a shoal choice test. Our study supports the notion that inter-individual differences in the numerical abilities of guppies are related to their degree of cerebral lateralization. • We investigated whether lateralization may explain inter-individual differences in guppies' numerical performance • Fish are selected for their degree of lateralization using a detour test • In a shoal choice test, lateralized fish perform better than no-lateralized • Inter-individual differences in numerical abilities of guppies are related to their degree of cerebral lateralization [ABSTRACT FROM AUTHOR]

Group living confers ecological benefits, and the associated fitness gain may be positively related to the size of the group. Thus, the ability to discriminate numerical differences may confer important fitness advantages in social fish. There is evidence that this ability can be improved by behavioral interactions among individuals of the same species. Here, we looked for this effect in both conspecific and heterospecific dyads. In Chinese bream and grass carp, we measured the sociability and shoal preferences of singletons, conspecific dyads and heterospecific dyads presented with different numerical comparisons (0 vs 8, 2 vs 8, 4 vs 8, 6 vs 8 and 8 vs 8). Chinese bream generally showed higher sociability than did grass carp, but grass carp in heterospecific dyads showed improved sociability that was similar to that of Chinese bream. Among the comparisons, both grass carp and Chinese bream singletons could only discriminate the comparison of 2 vs 8, suggesting lower quantitative abilities in these fish species compared to other fish species. Grass carp dyads were more successful in discriminating between 6 and 8 than were singletons, although no such improvement was observed in their discrimination between 4 and 8. In contrast, numerical ability did not vary between singletons and conspecific dyads in Chinese bream. More interestingly, Chinese bream and grass carp in heterospecific groups could discriminate between 4 and 8, but neither species showed a preference when presented with 6 and 8. Our results suggested that interaction between conspecific grass carp might improve their joint numerical ability, and a similar process might occur in Chinese bream in heterospecific dyads. However, the mechanism underlying the differences in improvements in numerical ability requires further investigation. The improved cognitive ability of heterospecific dyads might yield important fitness advantages for predator avoidance and efficient foraging in the wild. [ABSTRACT FROM AUTHOR]

Purpose: The study focussed on the effect of Abacus training on numerical ability (comprising of counting and mathematical operations) of children with hearing loss. Method: 90 students with hearing loss were sampled from 6 special schools in Mumbai, India. A quasi- experimental study was employed using two group pre-test and post-test design. Data were collected using the Numerical Ability Test (NAT) as an instrument. Six null hypotheses based on the objectives were formulated and tested at 0.05 level of significance using t-Test - Assuming Equal Variances. Results: The findings revealed that the experimental group which was instructed through Abacus showed higher proficiency in numerical ability as compared to the control group instructed through the conventional method. Gender as a variable seems to influence the mean achievement of numerical ability of students with hearing loss. While girls and boys did not differ in simple tasks such as counting, boys were found to be better in mathematical operations and overall numerical ability. Conclusions: The Abacus teaching method results in higher mathematical achievements among students with hearing loss. Gender also plays an important role in mathematical learning, as evidenced by boys demonstrating more numerical ability than girls in the study sample. [ABSTRACT FROM AUTHOR]

Utilizing a sample of 109 young Chinese children who were followed up from the end of their nursery programs (Time 1 [T1]; age: M ± SD = 38.01 ± 2.68 months) to the beginning of their preschool programs (Time 2 [T2]), this study examined the reciprocal relation between father-child math activities and children's numerical ability. The results demonstrated that children's numerical ability at T1 negatively predicted the frequency of father-child number-skill activities and number-book activities at T2, but these predictions were only significant among girls. The frequency of father-child number-application activities at T1 positively predicted children's numerical ability at T2, but these predictions were only significant among boys. The findings highlight the significance of father-child number-application activities for boys' math learning. They also underline the possibility of fathers' participation in number-skill activities and number-book activities to remedy girls' limited numerical ability. • This study examines the bidirectional associations between father-child numeracy activities and children's number competence. • The frequency of father-child application activities positively predicts boys' later number competence. • Girls' number competence negatively predicts the frequency of later father-child number skill and book activities. [ABSTRACT FROM AUTHOR]

How do speed and accuracy trade off, and what components of information processing develop as children and adults make simple numeric comparisons? Data from symbolic and non-symbolic number tasks were collected from 19 first graders ( M age = 7.12 years), 26 second/third graders ( M age = 8.20 years), 27 fourth/fifth graders ( M age = 10.46 years), and 19 seventh/eighth graders ( M age = 13.22 years). The non-symbolic task asked children to decide whether an array of asterisks had a larger or smaller number than 50, and the symbolic task asked whether a two-digit number was greater than or less than 50. We used a diffusion model analysis to estimate components of processing in tasks from accuracy, correct and error response times, and response time (RT) distributions. Participants who were accurate on one task were accurate on the other task, and participants who made fast decisions on one task made fast decisions on the other task. Older participants extracted a higher quality of information from the stimulus arrays, were more willing to make a decision, and were faster at encoding, transforming the stimulus representation, and executing their responses. Individual participants’ accuracy and RTs were uncorrelated. Drift rate and boundary settings were significantly related across tasks, but they were unrelated to each other. Accuracy was mainly determined by drift rate, and RT was mainly determined by boundary separation. We concluded that RT and accuracy operate largely independently. [ABSTRACT FROM AUTHOR]

Current conventional methods of teaching Geography in Nigeria has not improved students' performance in the subject. Hence, there is the need to expose students to other learning strategies that can improve their performance in map reading and interpretation. This study conceptualised relative effects of cooperative and individualistic learning strategies on secondary school students' achievement in map reading and interpretation. The study employs pretest, posttest, control group, quasi-experimental research design. Subjects comprised 164 senior secondary II (SSII) geography students, made up of 109 boys and 55 girls, drawn from three secondary schools in Ilesa East and West Local Government Areas of Osun State, southwest, Nigeria. Three instruments were used to collect the requisite data - Numerical Ability Test (NAT), Map Reading and Interpretation Achievement Test (MARIAT) and Treatment Implementation Guides on Cooperative, Individualistic and the Conventional learning strategies. Three null hypotheses were formulated and tested at 0.05 level of significance. Data collected were analysed using ANCOVA, Multiple Classification Analysis (MCA) and Scheffe Post-hoc Analysis. Treatment had a significant main effect on students' map reading and interpretation [F (2, 163) = 35.181, p < 0.05]. Cooperative learning strategy was the most effective for the dependent measure. It was also found that numerical ability had a significant main effect on the dependent measure [F(2,163)=16.949; p<0.05], with high numerical ability subjects performing better than their average and low ability counterparts. Results also showed that gender has no significant main effect in map reading and interpretation as revealed by table 1 [F (1,163)=0.566; p>0.05]. It was concluded that the cooperative learning strategy was more effective in improving students' achievement in map reading and intrpretation. Also, high numerical ability subjects performed better than those in the average and low numerical ability groups. Gender has no influence on students' achievement in map work. It was recommended that geography teachers be given on-the-job training in the use of cooperative learning strategy in classes, and that remedial classes should be organised for students with poor mathematical background. Geography teachers are enjoined to encourage students, particularly the females to show more interest in the study of geography through pieces of advice and the stimulating ways they handle the subject amongst others. [ABSTRACT FROM AUTHOR]

Numerical abilities have been found to be adaptive in different contexts, including mating, foraging, fighting assessment and antipredator strategies. In species with parental care, another potential advantage is the possibility to adjust parental behavior in relation to the numerosity of the progeny. The finding that many fish vary their parental investment in relation to brood size advocates the existence of a mechanism for appraising offspring number, an aspect that has never been directly investigated. Here we tested the ability of parental female convict cichlid ( Amatitlania nigrofasciata) to discriminate between two fry groups differing in number by measuring time spent attempting to recover groups of fry experimentally displaced from the next. Females spent more time trying to recover the fry from larger groups when tested with contrasts 6 versus 12 (1:2) and 6 versus 9 fry (2:3); however, they showed no preference in the 6 versus 8 (3:4) contrast, suggesting that this task exceeds their discrimination capacity. [ABSTRACT FROM AUTHOR]

The use of mother tongue against English, as medium of instruction, has created a wide spread debate all over the country. Decision about language (medium) of instruction in education policies is a challenging task to the policymakers who have to give equal emphasis to students' native language to maintain linguistic and cultural identity, and to English to promote students' proficiency in the international language. The present study aimed at investigating the impact of medium of instruction on verbal, numerical and reasoning abilities and academic performance of school students. The sample comprised of300 students studying in 8thstandard in the schools of Panaji city of Goa state. It was hypothesized that the students who had their primary education in mother tongue medium and those who had studied in English medium do not differ significantly in their verbal, numerical and reasoning abilities as well as academic performance. To measure these abilities sub tests ofDavid's Battery ofDifferential Abilities by Sanjay Vohra (2011) were used. The data was analysed applying t-test. The results revealed that students with primary education in English medium have significantly higher verbal ability, numerical ability and academic performance than those with primary education in mother tongue medium. [ABSTRACT FROM AUTHOR]

Numerical competence is one of the aspects of animal cognition with a long history of research interest, but few results are available for the horse. In the present study, we investigated the ability of three Shetland ponies to discriminate between different quantities of geometric symbols presented on a computer screen in a matching-to-sample arrangement. In Experiment 1, the ponies had to relate two similar quantities to another, paired in contrasts (1 vs. 2, 3 vs. 4 and 4 vs. 5) of the same stimulus (dot). Specific pairs of quantities (all differing by one) of up to five different geometrical symbols were displayed in Experiment 2. In each session, both quantities (more and less) were used as sample in such a way that each of the two quantities presented in one test served as positive and as negative stimulus, respectively. The three Shetland ponies were able to discriminate between the given quantities of dots by showing more than 80 % correct responses in two consecutive sessions. Only one of the ponies distinguished different shapes of geometric symbols at a level of 4 versus 5 items. The results show that all ponies were capable of visual quantity discrimination in the present matching-to-sample design, but task solving seemed more difficult when quantities were composed of heterogeneous stimuli. The present results confirm our hypothesis that the ponies based their decision on the matching concept of sameness and were not biased by a spontaneous preference for higher quantities. [ABSTRACT FROM AUTHOR]

Grouping behaviour is widespread in animals. One important reason for grouping is the reduction of individual predation risk; the larger a group, the greater the protection for the individual. Fishes, in particular, have become a model taxon in experimental research to study proximate and ultimate causes of grouping. Accordingly, numerous studies have so far demonstrated that fishes prefer to shoal with larger groups. Thus far these studies have usually examined small groups, with up to 20 individuals. However, in nature groups are often much bigger (up to several hundreds of individuals), and theory predicts that benefits, for example due to dilution effects, decline exponentially with increasing group size. Furthermore, discrimination might be absent because of limited cognitive ability. Thus, it is essential to test whether the findings from small groups also apply to large groups. Here, we examined group size preferences in the three-spined stickleback, Gasterosteus aculeatus, a small fish that forms large shoals in nature. In five experiments, subadult sticklebacks were given the choice between two shoals differing in group size (numerical contrasts: 15 versus 60, 20 versus 60, 30 versus 60, 40 versus 60 and 50 versus 60). Test fish on average preferred the larger group; this preference was stronger in the beginning of the respective trial and decreased over time. Moreover, preferences for the larger shoal decreased with decreasing group size differences, implying context-dependent preferences. We found significant discrimination up to numerical contrasts of 40:60. Our results are in accordance with the findings of shoal size discrimination in small groups and with optimality hypotheses, but might also reflect the impact of cognitive constraints. [Copyright &y& Elsevier]

Many students have difficulty in grasping several concepts that are related to the solution of statistical problems. The bibliography reports how the ability of students to solve problems can be affected by the mode of the statistical problem presentation: verbal-numerical and pictorial-graphical. The dual-coding theory predicts that the graphical representation mode should enhance students' statistical reasoning. Solving these problems requires the building, by the subjects, of a mental model, which in turn relies on visuo-spatial processing. To test this hypothesis we analysed how the ability to solve problems of 473 undergraduate students is affected by the mode of the statistical problem presentation. The study used a quasi-experimental mixed design to explore how the student's performance is related to visuo-spatial and numerical abilities, statistical expertise, time pressure and problem representation mode (verbal/pictorial). Data analysis, based on the Hierarchical Loglinear Model and then the Logit Model, highlighted that the effect of facilitation, induced by the graphical presentation mode, would seem more likely to occur in inexperienced subjects with high visuo-spatial competence. [ABSTRACT FROM AUTHOR]

Assessing the amount of rivals is crucial to optimally adjust investment into a contest. If laboratory animals show numerical abilities, little is known about the ecological implications particularly in young animals. The two to nine barn owl ( Tyto alba) siblings vocally compete for priority of access to food resources before parents actually deliver them. In dyads, the individual that vocalizes at the highest rate in the absence of parents deters its siblings from competing for next delivered prey. We tested the novel hypothesis that to optimally adjust vocal investment, barn owl nestlings assess how many of their siblings are currently competing. To singleton owlets, we broadcasted a fixed global number of calls emitted by one, two or four pre-recorded unfamiliar nestlings. We could thus distinguish the independent effect on singletons' vocal behavior of the global number of calls produced by a brood from the number of competitors that produced these calls. Overall, nestlings retreated more from vocal contest when facing more competitors. However, in front of one highly motivated competitor, nestlings refrained from vocalizing to a larger extent than when competing against more but less motivated individuals. Therefore, young animals assess variation in the number of currently competing siblings based on individual-specific vocal cues. [ABSTRACT FROM AUTHOR]

Although a wide range of vertebrates have been considered in research on numerical competence, little is known about the role of number-related decisions in the predatory strategies of invertebrates. Here, we investigate how numerical competence is expressed in a highly specialized predatory strategy adopted by the small juveniles of Portia africana when practicing communal predation, with the prey being another spider, Oecobius amboseli. Two or more P. africana juveniles sometimes settle by the same oecobiid nest and then share the meal after one individual captures the oecobiid. Experiments were designed to clarify how these predators use number-related cues in conjunction with non-numerical cues when deciding whether to settle at a nest. We used lures (dead spiders positioned in lifelike posture) arranged in a series of 24 different scenes defined by the type, configuration and especially number of lures. On the whole, our findings suggest that P. africana juveniles base settling decisions on the specific number of already settled conspecific juveniles at the nest and express a preference for settling when the number is one instead of zero, two or three. By varying the size of the already settled juveniles and their positions around the nest, we show that factors related to continuous variables and stimulus configuration are unlikely explanations for our findings. [ABSTRACT FROM AUTHOR]

An experiment was conducted on 68 children, ages 4-6 years, to clarify the specific relations between their numerical abilities and finger dexterity. Multiple regression analysis showed that performances by participants on arithmetic tests were strongly influenced by their performances in finger dexterity. In addition, their performance on vocabulary tests was most strongly influenced by their abilities in rhythmic movement. These findings suggest that numerical abilities in 4-6 years old is more strongly related to finger dexterity than to other movement skill, and that finger dexterity is more related to numerical abilities than verbal ability. The results are discussed in terms of the localizationist and the functional hypotheses. [ABSTRACT FROM AUTHOR]

Two numerical systems—the analogue magnitude system and verbal retrieval—were investigated in Williams syndrome (WS) with three numerical tasks: simple addition, simple multiplication, and number comparison. A new matching technique was introduced in selecting the proper control groups. The WS group was relatively fast in the addition and multiplication tasks, but was slow in number comparison. No reverse numerical effect was observed in the comparison task, and the distance effect was stronger than that in the control groups. The findings indicate a profile with an impaired analogue magnitude system and less impaired verbal retrieval in Williams syndrome. [ABSTRACT FROM AUTHOR]

Abstract: In a two-choice discrimination paradigm, a bottlenose dolphin discriminated relational dimensions between visual numerosity stimuli under monocular viewing conditions. After prior binocular acquisition of the task, two monocular test series with different number stimuli were conducted. In accordance with recent studies on visual lateralization in the bottlenose dolphin, our results revealed an overall advantage of the right visual field. Due to the complete decussation of the optic nerve fibers, this suggests a specialization of the left hemisphere for analysing relational features between stimuli as required in tests for numerical abilities. These processes are typically right hemisphere-based in other mammals (including humans) and birds. The present data provide further evidence for a general right visual field advantage in bottlenose dolphins for visual information processing. It is thus assumed that dolphins possess a unique functional architecture of their cerebral asymmetries. [Copyright &y& Elsevier]