Sentence examples for mathematical ability in from inspiring English sources

Previous studies have shown that there is a connection between number sense and mathematical ability in adolescents.

It is largely admitted that processing numerosity relies on an innate Approximate Number System (ANS), and recent research consistently observed a relationship between ANS acuity and mathematical ability in childhood.

It therefore addresses the gap in the Brazilian literature regarding updated instruments to evaluate mathematical ability in school-age children.

The results revealed that the TDE-II Arithmetic Subtest has adequate psychometric properties for the assessment of mathematical ability in primary school students.

A SNP-set score combining these four SNPs accounts for 1.2% of the variance in mathematical ability in this smaller sample (F = 19.21; df = 1 and 1594; P = 1.246e 05; N = 1596).

In our recent genome-wide association study of mathematical ability in 10-year-old children, 10 SNP associations were nominated from scans of pooled DNA and validated in an individually genotyped sample.

While Kathy, Tom, and Vanessa were also concerned about their students' mathematical abilities in connection to the science content, only Ralph was explicitly concerned about the need to make clear connections between data analysis and engineering design decisions.

The ALSPAC subgroups (Table 1), which are our primary sample for investigation, were therefore predicted to have sufficient power to detect the previously reported association between rs133885 and mathematical abilities in the general population cohort (N = 3819), as well as in the unaffected group (N = 3027), following stratification for dyslexia, with an effect size of 0.26%.

One factor in the debate surrounding the underrepresentation of women in science technology, engineering and mathematics (STEM) involves male female mathematical ability differences in the extreme right tail (top 1% in ability).

So they attribute their plateau-ing performance to a lack of mathematical ability, when in fact, the problem may not be mathematical in nature at all and thus much harder to find (test anxiety, mental inflexibility, poor organization skills, poor problem-solving habits, etc).

These results suggest that lateralization may play a role in the distinction between low and high mathematical ability children in terms of their brain activation.