scholarly journals Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics

Science ◽  
2017 ◽  
Vol 357 (6346) ◽  
pp. 47-55 ◽  
Author(s):  
Moira R. Dillon ◽  
Harini Kannan ◽  
Joshua T. Dean ◽  
Elizabeth S. Spelke ◽  
Esther Duflo
Keyword(s):  
Cognitive Science ◽  
School Achievement ◽  
Preschool Curriculum ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Randomized Field Experiment ◽  
Formal Mathematics ◽  
Math Game ◽  
Poor Children ◽  
School Curricula

Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children’s spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children’s emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics.

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

Basic Mathematical Skills and Concepts for Effective Participation in Australian Society

1982 ◽  
Vol 10 (2) ◽  
pp. 27-30
Keyword(s):  
Mathematics Curriculum ◽  
Basic Skills ◽  
School Curriculum ◽  
Student Experiences ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Australian Society ◽  
School Programs ◽  
Mathematics Program ◽  
The Subject

Given the nature and development of Australian society, it is important that we reassess the place of mathematics in the school curriculum, and particularly its place as one of the basic shared student experiences.It is in the national interest that school programs promote adequate levels of competence within good mathematics programs, and that as many people as possible achieve at those levels. It is also in the interests of Australia and its people that individuals reach as high a level as possible in the subject. Mathematics is important chiefly because it can help in understanding and interpreting many aspects of the world. It can help a person make a significant contribution to a technological society.So when we address basic skills in mathematics, it is important that we address them within the context of a total mathematics program. Basic skills involve more than arithmetic skills, and understanding of mathematical concepts and processes is more important than knowledge of isolated facts and skills. The following should not be read or interpreted as a list of differentiated topics but as a list of different facets from which the mathematics curriculum may be examined.This is the first national statement of basic mathematical skills and concepts for effective participation in Australian society. It has been prepared for and endorsed by the Standing Committee of the Australian Mathematics Education Program and is offered as a statement of informed professional opinion.

scholarly journals Use of Mnemonics for Teaching Mathematics at the Primary Level

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Nidhi ◽  
Suman
Keyword(s):  
Mathematical Ability ◽  
Teaching Methodology ◽  
Mathematical Meaning ◽  
Mathematical Concepts ◽  
Global Marketplace ◽  
Mathematical Skills ◽  
Primary Level ◽  
Annual Survey ◽  
Education Report ◽  
And Performance

A good understanding of mathematics is necessary not only for academics; rather it is also a fundamental skill which is required in a person’s personal, social, and work life. Mathematics today owes a huge debt to the outstanding contributions made by Indian mathematicians over many hundreds of years. However, nowadays Indian students underperform in mathematics. As per the Seventh Annual Survey of Education Report (ASER), 2012, of rural India, school enrolment has risen but there is a decline in attendance, over-reliance on private tuitions and decline in reading and mathematical ability of children in the age group between six and 14. In order to improve performance in mathematics and ensure that our students are equipped with the mathematical skills needed to succeed in a global marketplace, there is a need to start from the basics at primary level. The major reason for the difficulty in comprehending mathematical concepts is their abstract nature, inability to translate mathematical meaning to real -world entities and lack of multi-step problem solving skill. Thus, use of innovative techniques which make the mathematical concepts concrete and help in memorizing the basics along with inculcation of basic mathematical concepts and skills could be useful in improving the mathematical ability. The present paper considers some mnemonic techniques which could be easily incorporated in the regular classroom teaching methodology for enhancing mathematical skills and performance.

scholarly journals Maths Advice and Revision for Chemistry (MARC)

2017 ◽  
Author(s):  
Beth Paschke ◽  
Shazia Ahmed
Keyword(s):  
Pilot Project ◽  
Open Educational Resources ◽  
Science Students ◽  
Science And Engineering ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Support Provision ◽  
Mathematics Student ◽  
Additional Support ◽  
Academic Year

It has been recognised for some time by Science and Engineering departments that students are entering Higher Education ill-equipped in terms of their mathematical skills, despite having in many cases, attained good grades at Higher/A level (The Engineering Council 2000; Fry, Ketteridge & Marshall 1999; Score Education 2009). In an attempt, therefore, to ensure that all students progressing on to Chemistry degrees are equally prepared (in terms of ability and confidence) to attempt the more mathematical aspects of our courses, the School of Chemistry has over recent years been sequentially introducing   mathematics support into the curriculum.  As part of the School’s ongoing mathematical support provision, the aim of this project was two-fold:  1)    to assess the popularity and effectiveness of tailored maths support sessions and 2)    in relation to the teaching of mathematical concepts to science students, collate examples of existing appropriate open educational resources to provide additional support to facilitate student learning such as RSC Discover Maths for Chemistry and Math Centre (Royal Society of Chemistry; MathCentre 2016). A pilot project has been carried out during the academic year 2015-2016, where support sessions were delivered in tutorial format by the Maths Adviser. Although the sessions were open to all 3rd year students studying on chemistry degree programmes, the expectation was that they would mainly be attended by students with little formal mathematics training and those who are less confident about their abilities.  Keywords:  Chemistry, Mathematics, Student Support, Maths Support 

scholarly journals Practice-oriented tasks as a means of teaching mathematics to cadets of fire-technical specialties

2021 ◽  
Vol 27 (3) ◽  
pp. 181-188
Author(s):  
Aleksandra S. Grebеnkina
Keyword(s):  
Professional Training ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Civil Protection ◽  
Mathematical Concepts ◽  
Mathematical Basis ◽  
Mathematical Skills ◽  
Emergency Situations ◽  
Service Activities ◽  
Mathematical Problems

The article is devoted to the problem of mathematical training of future fire safety engineers. In the process of training, cadets should have developed mathematical thinking, focused on the problems of civil protection. The basis for the formation of such thinking is the implementation of practice-oriented teaching of mathematics. Practice-oriented mathematical problems are an effective teaching tool. In the process of training specialists in fire-technical specialties, such tasks ensure the assimilation of mathematical concepts in the context of their interpretation in the professional field of activity of rescue engineers; creation of the mathematical basis necessary for studying the disciplines of the professional training cycle; development of the skill of constructing mathematical models of processes and phenomena in the field of protection of the population and territories. In this work, the author's definition of a practice-oriented mathematical problem is given, reflecting the real conditions of the service activities of specialists of the Ministry of Emergency Situations. Requirements for the content of such tasks for cadets of fire-technical specialties are formulated. A classification of practice-oriented tasks is proposed, taking into account the specifics of the future service activities of fire and technosphere safety engineers. Mathematical skills and abilities are indicated, the formation of which presents each type of problem, the corresponding practice-oriented mathematical skills necessary in the practical activities of civil protection specialists. Examples of tasks of all considered types are given.

scholarly journals Application of basic mathematical skills in the analysis of economic examples

2020 ◽  
Vol 9 ◽  
Author(s):  
Makpal Bolshabek
Keyword(s):  
Research Topic ◽  
Teaching Mathematics ◽  
Practical Skills ◽  
Practical Application ◽  
Program System ◽  
School Program ◽  
Mathematical Skills ◽  
Modern School ◽  
School Curricula

This article examines the issue of the practical application of mathematical skills in teaching school curricula, namely on topics related to economics, and based on the topic "Statistics". It presents key facts about knowledge and applications of logic in a given situation, for the development of "economic" topics. During the study, a test was conducted based on the topics covered. The relevance of the study is due to the demand by the modern school to strengthen the applied economic orientation in teaching mathematics and considering the introduction of a separate subject "Fundamentals of Economics". The foregoing has served as the basis for choosing a research topic, the purpose of which is to study the application of practical skills of grades 8-10 in the applied economic orientation of teaching mathematics.Keywords:  mathematics, economic orientation, school program, system of education.

Ethnocomputing with Native American Design

2007 ◽  
pp. 210-219 ◽  
Author(s):  
Ron Eglash
Keyword(s):  
Information Technology ◽  
Native American ◽  
Traditional Culture ◽  
School Curriculum ◽  
Mathematics Performance ◽  
Design Tools ◽  
Mathematical Concepts ◽  
Native Culture ◽  
Formal Mathematics ◽  
Math And Technology

This chapter shows how culturally situated design tools can be developed to support traditional culture and individual creativity in Native American communities. The software allows students to simulate traditional craft designs as well as their own creations. By translating the indigenous mathematical concepts and practices embedded in craftwork into the formal mathematics of the school curriculum, students can see math and technology as a bridge to native culture, rather than a barrier. Evaluation of one of the tools has shown statistically significant improvements in students’ mathematics performance as well as an increased interest in information technology.

Enthusiastic Voices from Young Mathematicians

2000 ◽  
Vol 6 (7) ◽  
pp. 464-468
Author(s):  
Diana F. Steele
Keyword(s):  
School Experiences ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Mathematical Ideas

Students should value mathematics in their lives and become confident in their abilities to solve problems, learn to reason, and communicate their mathematical ideas (NCTM 1989). Using these mathematical skills gives students school experiences that come close to the experiences of mathematicians. Such experiences help students learn what it means to know mathematics as a discipline as they actively construct their own knowledge and develop mathematical concepts.

scholarly journals La Découverte De La Fonction Logarithme En Utilisant Les Suites Et Le Logiciel Geogebra

2017 ◽  
Vol 13 (36) ◽  
pp. 148
Author(s):  
Sbaa Mohammed El aydi M’hamed ◽  
Radi Bouchaib ◽  
Naceur Achtaich
Keyword(s):  
School Curriculum ◽  
Alternative Methods ◽  
Mathematical Concepts ◽  
Software Application ◽  
Didactic Transposition ◽  
Teaching Of Mathematics ◽  
Logarithmic Functions ◽  
Logarithm Function ◽  
School Curricula

Mathematics Logarithmic functions are an important part of the school curriculum. Also, they are important tools for solving problems in mathematics, physics, chemistry, biology, economics etc. The teaching of these functions is done in different ways in school curricula. This article focuses on the discovery of logarithmic functions using alternative methods for efficient didactic transposition. Our work focuses on: A bit of history concerning the invention of the logarithm function; Demonstration of the existence of a function which transforms the product in sum; Discover the logarithm function using the GeoGebra software; Explore the parameters of the function f (x) = a logb (x + h) + k using the GeoGebra software; Application of the GeoGebra software to solve problems containing the logarithm function. We concluded this work by clarifying the usefulness of the Geogebra tutorial in the didactic transposition for the teaching of logarithmic functions for the pupil as well as for the teacher. Also, this study assesses students' motivation in learning mathematical concepts. In addition, we propose didactic perspectives of the use of Geogebra in improving the teaching of mathematics.

scholarly journals Socio-Emotional Skills and the Rich-Poor Learning Gap

2021 ◽  
Author(s):  
Rob J. Gruijters ◽  
Isabel J. Raabe ◽  
Nicolas Hübner
Keyword(s):  
Achievement Gap ◽  
International Student ◽  
Family Background ◽  
School Achievement ◽  
Student Assessment ◽  
Emotional Skills ◽  
Social And Emotional ◽  
International Student Assessment ◽  
The Rich ◽  
Poor Children

Empirical evidence suggests that children's socio-emotional skills—an important determinant of school achievement—vary by socio-economic family background. In this study, we assessed the degree to which differences in socio-emotional skills contribute to the achievement gap between rich and poor children. We used data on 74 countries from the 2018 Programme for International Student Assessment (PISA), which contains an extensive set of psychological measures, including growth mindset, self-efficacy, and work mastery. We developed three conceptual scenarios to analyze the role of socio-emotional skills in learning inequality: simple accumulation, multiplicative accumulation, and compensatory accumulation. Our findings are in line with the simple accumulation scenario: rich children have somewhat higher levels of socio-emotional skills than poor children, but the effect of these skills on academic performance is largely similar for both groups. Using a counterfactual decomposition method, we show that socio-emotional skills explain no more than 8.8% of the rich-poor achievement gap. Based on these findings, we argue that initiatives to promote social and emotional learning (SEL) are unlikely to substantially reduce educational inequalities.

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