Ecology of Mathematics

1st Place at Denman Undergraduate Research ForumArts and Sciences Undergraduate Research Scholarship Award RecipientEvidence suggests that America is losing its place as the dominating economic powerhouse, partly due to its education system, specifically mathematical accomplishment. Few studies have examined the ecological effects influencing mathematics and relatively little is known about the environmental etiologies of mathematics abilities and disabilities (Kovas, Haworth, Petrill, & Plomin 2007). More generally, there remains a need to determine the essential environmental factors related to mathematical abilities. This study aims at finding the relationship of the children’s school life, family life, and child’s exclusive environment on mathematical achievement. This study examined environmental influences on mathematical ability, using 384 elementary and middle school-age children drawn from the Western Reserve Reading Project (WRRP). The child's socioeconomic status and questionnaires, assessing school and family life, were used to assess each child’s environment. SES was examined using the highest level of education achieved by the parent, and chaos by a 6-item child-report questionnaire. The relationships between the questionnaires and SES were measured on three tests of mathematical achievement. Mathematical ability was evaluated using three subtests of the Woodcock-John III Tests of Achievement. Results suggest that SES and CHAOS account for independent sources of shared environmental influences related to mathematical ability. The data illustrates that home life environment affects a child’s mathematical abilities. The results of this study could have a positive impact upon the American school setting and teachers will have a more developed understanding of etiologies influencing mathematical capabilities. Parents can create a home life more conducive to learning; a child can adjust his own surroundings to achieve mathematical success.NICHD HD038075No embarg