VOL. 2, NO. 4, May 2012 ISSN 2225-7217 ARPN Journal of Science and Technology ©2011-2012. All rights reserved. http://www.ejournalofscience.org 283 The Effects of Sleep Duration on Predictive Factors of Mathematical Performance Saeed Daneshamooz, Farzad Radmehr, Hassan Alamolhodaei, Masoome Mohajer School of Mathematical Sciences-Ferdowsi University of Mashhad ABSTRACT Research in the area of sleep problems and children is a relatively new field. There is even less research when it comes to examining the issue of sleep problems and the effect it has on academic performance. The main aim of the present study is to discuss the relationship between sleep duration, mathematical performance and its predictors. A sample 150 secondary school girls were tested on (1) the Witkin’s cognitive style (Group Embedded Figure Test) (2) Digit Span Backward Test (3) Mathematics Attention Test (4) Modified Fennema-Sherman Attitude Scales (5)Mathematics Anxiety Rating Scale and math exams. Results obtained indicate that students with 7-8 hours of sleep duration had better performance in mathematical activity and math score. In this study in term of sleep duration no significant difference found for predictive factors of mathematical performance. But some non-significant differences between predictive factors of mathematical performance and sleep duration were found. Keywords: Mathematical performance-Sleep duration-Predictive factors 1. INTRODUCTION Research in the area of sleep problems and children is a relatively new field. There is even less research when it comes to examining the issue of sleep problems and their effects on academic performance. A child who is struggling in school may be dealing with the effects of poor or inadequate sleep, rather than a lack of ability. Studies suggest that adolescents who get an optimal amount of sleep report higher grades than their sleepy counterparts [1-4]. Research studies concerning sleep deprivation have found that lack of sleep has strong ties to several factors that could potentially affect academic success, especially at the college level. Lack of sleep can adversely affect functions of the frontal cortex of the brain, and implicit learning has been associated with the prefrontal cortex of the brain [2]. In addition, those learners labeled as having attentional issues may also be experiencing the effects of poor sleep [4]. Concern to mathematical performance, Ng et al.[5] found that Mathematical performance was positively correlated with sleep duration. Excessive sleepiness on rising was identified as a significant risk factor for poor performance in Mathematics. Neurobiological theories propose that every part of the body, down to the smallest cell, is involved with the process of sleep. Sleep gives the brain time to integrate and process the information learned during the day. The process of sleep is so necessary for daily functioning that extended sleep deprivation can lead to death. Sleep is so vital to the body’s daily functioning that a prolonged loss of sleep impairs metabolism, immune function, temperature control and can ultimately lead to death [4, 6]. The amount of sleep required decreases as an individual age. The average infant sleeps approximately 16 hours a day, and by one year of age sleeps approximately 11 hours with an additional 2.5 hours of naps. An average 3 year-old gets 10.5 hours of sleep with a 1.5 hour nap. By age 18, total sleep has decreased to approximately 8 hours [7]. 1.1 Mathematical Problem Solving Over 60 years ago, the importance of problem solving was recognized and its importance was emphasized strongly throughout the 1980s [8]. NCTM asserted that problem solving “should be the central focus of the mathematics curriculum” [9] and Polya [10] and others (e.g., [11]) maintain that problem solving is the goal of mathematics learning. More recently the NCTM reiterated its call for problem solving to form an integral part of the mathematics curriculum [12]. According the importance of math problem solving the present study was carried out by the authors to study mathematical problem solving in term of sleep duration. In this study the relationship between sleep duration at afternoon and night and predictive factors of mathematical performance (i.e. mathematics attention, attitude, anxiety, working memory capacity and filed dependency) will be discussed. It seems to be more beneficial to describe the historical background of predictive factors of mathematical performance before introducing research framework. 1.2 Working Memory Capacity and Mathematical problem solving Working memory refers to a mental workspace, that involved in controlling, regulating, and actively maintaining relevant information to accomplish complex