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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