MARTHA CARR
Biographic Data
| ID | 5706379 |
|---|---|
| NAME | MARTHA CARR |
| GIVEN NAMES | MARTHA |
| FAMILY NAME | CARR |
| SIGNATURE | CARR M |
| AFFILIATIONS | University of Georgia |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
A longitudinal study of spatial skills and number sense development in elementary school children
Spatial skills have been consistently linked to mathematics achievement in older students and adults, but we know little about their relationship to mathematics achievement in elementary school. This study examined how spatial skills influenced the development of number sense, and subsequent mathematics competency, as students progressed from the 2nd to the 4th grade. Gender, verbal working memory (VWM), and socioeconomic status (SES) have also b…
Teacher spatial skills are linked to differences in geometry instruction
BACKGROUND: Spatial skills have been linked to better performance in mathematics. AIM: The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. SAMPLE: Fifty-six middle school teachers participated in the study. METHODS: The teachers were administered spatial…
Development of Metacognition in Gifted Children
Is being smart everything? The influence of student achievement on teachers' perceptions
The purpose of this project was to explore the accuracy and predictors of teachers' perceptions of their students' metacognition, self‐concept, and attributional beliefs. Nineteen third grade teachers each nominated six children from their classrooms based on the children's maths abilities (high, medium, low). The children were tested on metacognitive knowledge, self‐concept, and attributional beliefs. Teachers completed questionnaires estimating…
Motivational components of underachievement
University of Notre DameThe goal of this study was to compare and predict academic performance in achieving and under-achieving students on the basis of motivational, affective, and metacognitive processes. Ninety-eight underachievers and 102 achievers were tested on multiple measures of ability, attributions,self-esteem, reading awareness, and reading performance. Achievers were discriminated fromunderachievers on the basis of mean differences i…
Teachers' Perceptions of Their Students' Metacognition, Attributions, and Self‐concept
S ummary . The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self‐concept, general ability, metacognition, and attributions were examined in relation to students' responses to self‐concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differ…
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
Motivational components of underachievement
University of Notre DameThe goal of this study was to compare and predict academic performance in achieving and under-achieving students on the basis of motivational, affective, and metacognitive processes. Ninety-eight underachievers and 102 achievers were tested on multiple measures of ability, attributions,self-esteem, reading awareness, and reading performance. Achievers were discriminated fromunderachievers on the basis of mean differences i…
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
Motivational components of underachievement
University of Notre DameThe goal of this study was to compare and predict academic performance in achieving and under-achieving students on the basis of motivational, affective, and metacognitive processes. Ninety-eight underachievers and 102 achievers were tested on multiple measures of ability, attributions,self-esteem, reading awareness, and reading performance. Achievers were discriminated fromunderachievers on the basis of mean differences i…
Teachers' Perceptions of Their Students' Metacognition, Attributions, and Self‐concept
S ummary . The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self‐concept, general ability, metacognition, and attributions were examined in relation to students' responses to self‐concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differ…
Is being smart everything? The influence of student achievement on teachers' perceptions
The purpose of this project was to explore the accuracy and predictors of teachers' perceptions of their students' metacognition, self‐concept, and attributional beliefs. Nineteen third grade teachers each nominated six children from their classrooms based on the children's maths abilities (high, medium, low). The children were tested on metacognitive knowledge, self‐concept, and attributional beliefs. Teachers completed questionnaires estimating…
Development of Metacognition in Gifted Children
Teacher spatial skills are linked to differences in geometry instruction
BACKGROUND: Spatial skills have been linked to better performance in mathematics. AIM: The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. SAMPLE: Fifty-six middle school teachers participated in the study. METHODS: The teachers were administered spatial…
A longitudinal study of spatial skills and number sense development in elementary school children
Spatial skills have been consistently linked to mathematics achievement in older students and adults, but we know little about their relationship to mathematics achievement in elementary school. This study examined how spatial skills influenced the development of number sense, and subsequent mathematics competency, as students progressed from the 2nd to the 4th grade. Gender, verbal working memory (VWM), and socioeconomic status (SES) have also b…
Psychology (7 works) · Cognition (6 works) · Developmental psychology (6 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Metacognition (4 works) · Cognitive psychology (3 works) · Educational Strategies and Epistemologies (3 works) · Social Psychology (3 works) · Attribution (2 works)