mathematics education

  • Znaczenie ruchu w edukacji matematycznej Ucieleśnione poznanie a kształtowanie się umysłowych reprezentacji liczb u dzieci

    Author: Małgorzata Gut
    Author: Natalia Witkowska
    Year of publication: 2018
    Source: Show
    Pages: 128-149
    DOI Address: https://doi.org/10.15804/kimwe2018111
    PDF: kim/2018_1/kim2018112.pdf

    The importance of motor activity in mathematics education. Embodied cognition and development of mental representation of numbers in children
    This paper presents the review of literature concerning the importance of relationship between motor and cognitive activity in mathematical skills development. Cognitive and motor processing seem not to be related as well as the use of motor activity in the processing of numbers is far from an intuitive approach in mathematical education. A great number of studies show, however, that cognitive processes are embodied and therefore the involvement of movement in tasks requiring the participation of cognitive processes gives extremely positive results. This applies to both mathematics education practice in the case of children with normal development and those with a cognitive deficit in this area, called developmental dyscalculia. It is not surprising, therefore, the growing popularity of modern technologies that involve movement, which are used for cognitive math skills training, such as motion sensors, dance mats or educational games with elements of movement and dance. The beneficial influence of motor activity in mathematical abilities development is related to the spatial organization of representations of numbers arranged on the so-called Mental Number Line. It has been confirmed that such motor training develops and strengthens this spatial-numerical association, which is a predictor of skills of children in arithmetic.

  • Problem Solving in Mathematics and Scientific Reasoning

    Author: Jiří Cihlář
    Institution: Jan Evangelista Purkyně University in Ústí nad Labem
    Author: Petr Eisenmann
    Institution: Jan Evangelista Purkyně University in Ústí nad Labem
    Author: Eva Hejnová
    Institution: Jan Evangelista Purkyně University in Ústí nad Labem
    Author: Jiří Přibyl
    Institution: Jan Evangelista Purkyně University in Ústí nad Labem
    Year of publication: 2020
    Source: Show
    Pages: 97-108
    DOI Address: https://doi.org/10.15804/tner.20.61.3.08
    PDF: tner/202003/tner6108.pdf

    The paper describes the results of a study whose aim was to explore correlations among the components of the construct Culture of problem solving (mathematical intelligence, reading comprehension, creativity and ability to use existing knowledge) and six dimensions of Scientific reasoning, which was tested by the Lawson’s Classroom Test. The total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that the dimensions proportional reasoning, control of variables and probability reasoning strongly correlate with the components mathematical intelligence, reading comprehension and ability to use existing knowledge.

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