Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Arithmetic Mean01:08

Arithmetic Mean

15.4K
The arithmetic mean is the most commonly used measure of the central tendency of a data set. It is defined as the sum of all the elements constituting the data set, divided by the total number of elements. It is sometimes loosely referred to as the “average.”
When all the values in a data set are not unique, the sum in the numerator can be calculated by multiplying each distinct value by its frequency.
Sometimes, the arithmetic mean of a sample can be affected by a few data points...
15.4K
Solving Problems in Physics02:32

Solving Problems in Physics

7.1K
Problem-solving is the ability to apply general physical principles to specific situations, usually expressed by equations. It is an essential skill in physics, and can also be useful for applying physics in everyday life as well. Analytical skills and problem-solving abilities can be applied to new situations, compared to a list of facts, which can never be extensive enough to include every possible circumstance. To solve physics problems, a certain amount of creativity and insight is...
7.1K
Theorems of Pappus and Guldinus: Problem Solving01:12

Theorems of Pappus and Guldinus: Problem Solving

800
Pappus and Guldinus's theorems are powerful mathematical principles that are used for finding the surface area and volume of composite shapes. For example, consider a cylindrical storage tank with a conical top. Finding the surface area or volume can be challenging for such complex shapes. These theorems are particularly useful in calculating the volume and surface area of such systems. Here, the cylindrical storage tank with a conical top can be broken down into two simple shapes: a...
800
Information Processing Approach01:30

Information Processing Approach

172
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
172
Kinematic Equations: Problem Solving01:15

Kinematic Equations: Problem Solving

15.8K
When analyzing one-dimensional motion with constant acceleration, the problem-solving strategy involves identifying the known quantities and choosing the appropriate kinematic equations to solve for the unknowns. Either one or two kinematic equations are needed to solve for the unknowns, depending on the known and unknown quantities. Generally, the number of equations required is the same as the number of unknown quantities in the given example. Two-body pursuit problems always require two...
15.8K
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

678
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
678

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same journal

Novel Parent Survey Measures Sensory Behaviors Incorporating Sensory Modality and Stimulus Intensity.

Heliyon·2026
Same journal

Expression of concern: "SQSTM1/p62 promotes the progression of gastric cancer through epithelial-mesenchymal transition" [Heliyon 10 (2024) e24409].

Heliyon·2026
Same journal

Expression of concern: "TL1A promotes metastasis and EMT process of colorectal cancer" [Heliyon 10 (2024) e24392].

Heliyon·2026
Same journal

Expression of concern: "Factors affecting timing of surgery following neoadjuvant chemoradiation for esophageal cancer" [Heliyon 9 (2023) e23212].

Heliyon·2026
Same journal

Expression of concern: "On stratified single-valued soft topogenous structures" [Heliyon 10 (2024) e27926].

Heliyon·2026
Same journal

Expression of concern: "Artifact removal and motor imagery classification in EEG using advanced algorithms and modified DNN" [Heliyon 10 (2024) e27198].

Heliyon·2026

Related Experiment Video

Updated: Sep 21, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K

Teacher expectations and students' achievement in solving elementary arithmetic problems.

Luis Manuel Soto-Ardila1, Ana Caballero-Carrasco1, Luis Manuel Casas-García1

  • 1University of Extremadura (Faculty of Education), Avenida de Elvas, s/n, 06006, Badajoz, Spain.

Heliyon
|May 27, 2022
PubMed
Summary

Teacher expectations moderately correlate with student math achievement in elementary arithmetic. Teachers’ expectations were higher than actual student performance, indicating a potential area for adjustment.

Keywords:
EducationGendered teacher expectationsMathematicsMathematics teachers' expectationsSocioeconomic status and mathematics expectations

More Related Videos

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.2K
Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.6K

Related Experiment Videos

Last Updated: Sep 21, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.2K
Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.6K

Area of Science:

  • Educational Psychology
  • Mathematics Education

Background:

  • Teacher expectations can influence student academic performance.
  • Understanding the relationship between expectations and achievement is crucial for effective pedagogy.

Purpose of the Study:

  • To investigate the correlation between teacher expectations and student performance in elementary arithmetic.
  • To analyze how factors like grade, gender, and socioeconomic status relate to both expectations and achievement.

Main Methods:

  • A study involving 1,420 students and 66 teachers across 48 schools in Spain.
  • Assessment of student performance levels in arithmetic problem-solving.
  • Evaluation of teacher expectations concerning student achievement, considering demographic factors.

Main Results:

  • A moderate correlation was found between teacher expectations and student achievement in mathematics.
  • Teacher expectations were generally higher than students' actual performance levels.
  • Differences in performance and expectations were analyzed concerning grade, gender, and socioeconomic status.

Conclusions:

  • Teacher expectations show a moderate but significant link to student math outcomes.
  • A tendency for teacher expectations to exceed student performance suggests a need for recalibration.
  • Further research can explore interventions to align expectations with realistic student capabilities.