The phrase "mathematics ability" is a grammatically correct and usable phrase in written English.
You can use it when describing a person's capability in mathematics, or when referring to someone having the capacity to learn mathematics. For example: John has a strong mathematics ability and can easily pick up new mathematical concepts.
In addition mathematical beliefs are closely correlated to their mathematics ability among students.
Mathematical achievement was measured through final examination scores, and initial mathematics ability was measured through an initial test.
The initial mathematics ability and CT scores showed a significant linear relationship only for one batch of participants.
Continuous professional learning opportunities are provided to students in order to enhance, support and sustain the students' mathematics ability.
My teachers unceasingly fostered my interest in math and demonstrated their confidence in my mathematics ability, regardless of my race and gender.
At the between-student level, in addition to student cognitive abilities (mathematics ability, previous grades), intrinsic motivation is positively correlated with initial status of competence.
The majority of recent results demonstrate that the mathematics abilities of girls and boys are very similar and that there are larger differences in the performances within each sex than between the two sexes.
We argue that once this foundation is established, educators should use similar strategies as those used in the present study to improve mental mathematics abilities and to foster relational thinking in their students.
This gender- stereotyping of children's mathematics abilities can influence children's self-concept because they in turn internalize gender stereotypes directly or indirectly (Eccles et al. 1990; Gunderson et al. 2012).
In this respect, process-based tests of aspects of reading and mathematics abilities known to tax WM (e.g. Adams & Hitch, 1997; Geary, Hoard, Byrd-Craven, Nugent & Numtee, 2007) may well provide more sensitive measures of changes in WM capacity in situ.
After completing the main experimental trials, participants reported their age and gender, and responded to a series of questions about their mathematical abilities: mathematics anxiety (from 1 to 10); whether they had completed a college course on finite mathematics (e.g., combinatorics); and their score on the quantitative section of the SAT (which very few participants remembered).
