Now showing 1 - 2 of 2
  • Publication
    Transforming children's mathematics education through digital games: Insights from the Arithmós Project
    (University College Dublin and Technical University Dublin, 2024-06-07) ; ; ;
    The Arithmós Project is a collaborative initiative between University College Dublin and Technological University Dublin, supported by funding from the Irish Research Council. We firmly believe in the necessity of initiatives like the Arithmós Project, recognising that addressing the challenge of promoting mathematics education requires a multidimensional approach. In our vision, focusing solely on children without promoting awareness among parents and teachers, who maintain continuous engagement with homework and classroom activities, will prove insufficient. This issue calls for the collaborative efforts of all involved parties to comprehend and implement best practices, aiming to enhance education collectively. This is exactly how the Arithmós Project distinguishes itself from other initiatives. Its primary objective is to actively engage all key involved parties, including children, parents, teachers, and policymakers, in its mission to promote mathematics education.
  • Publication
    Educational Achievement and Bullying: The Mediating Role of Psychological Difficulties
    Background: Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. Aims: This study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by psychological difficulties at age 13. Sample: Secondary data analysis was completed on waves 1, 2 and 3 of child cohort (Cohort’98) of the Growing Up in Ireland (GUI) study, respectively, at 9 years (N = 8568), 13 years (N = 7527) and 15 years of age (N = 6216). Results: Longitudinal path mediation model was conducted with bullying at age 9 as the predictor, total (emotional and behavioural) difficulties at age 13 as the mediator and Numeracy/Literacy scores at age 15 as outcomes revealing significant indirect effects of bullying on achievement, via psychological difficulties. Conclusions: We discuss the impact of bullying on the student's psychological well-being, the relationship between bullying and academic attainment and how this may be tackled to avoid consequences throughout education and later in life. Educational Impact and Implications: This study emphasizes the need for schools to address the emotional and behavioural difficulties occurring as a result of bullying in order to improve the overall educational experience of a child. Existing interventions can be built upon by focusing on the continuous remediation of such psychological difficulties.
    Scopus© Citations 6  47