scholarly journals Fractionating the neural correlates of individual working memory components underlying arithmetic problem solving skills in children

2013 ◽  
Vol 6 ◽  
pp. 162-175 ◽  
Author(s):  
Arron W.S. Metcalfe ◽  
Sarit Ashkenazi ◽  
Miriam Rosenberg-Lee ◽  
Vinod Menon
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Neural Correlates ◽  
Arithmetic Problem ◽  
Problem Solving Skills

scholarly journals The Development Of Mathematics Handout Based On Local Wisdom Nuanced For Secondary Students

2019 ◽  
Vol 2 (2) ◽  
pp. 93
Author(s):  
Hani Rizkia Putri ◽  
Rooselyna Ekawati
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Test Evaluation ◽  
Arithmetic Problem ◽  
Problem Solving Skills ◽  
Maximum Score ◽  
Future Studies ◽  
The Social

This study aims to develop a mathematics handout based on local wisdom nuanced to increase the mathematical problem-solving skill of the Secondary students. This research is motivated by the student’s ability to solve the social arithmetic problem. This study used four phases of developmental research such as Investigation, Design, Realization, and Test, Evaluation, and Revision. The characteristics of local wisdom were acquired within the design or context in the mathematics handout to develop secondary students problem-solving skills. The results show that the students do the stages of problem-solving by Polya, get the maximum score and show students’ positive responses in the questionnaire given. Therefore, it met the proper handout criteria such as valid, practice, and effective. In the future studies, we encouraged to develop learning materials which have a guide to do phases of problem-solving and apply the way to solve some problems in mathematics.

scholarly journals Counting on working memory in arithmetic problem solving

1994 ◽  
Vol 22 (4) ◽  
pp. 395-410 ◽  
Author(s):  
Robert H. Logie ◽  
Kenneth J. Gilhooly ◽  
Valerie Wynn
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Arithmetic Problem

scholarly journals The relationship between accuracy of numerical magnitude comparisons and children’s arithmetic ability: A study in Iranian primary school children

2016 ◽  
Vol 12 (4) ◽  
pp. 567-583
Author(s):  
Hamdollah Manzari Tavakoli
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Processing Speed ◽  
Primary School Children ◽  
Numerical Magnitude ◽  
Long Term Memory ◽  
Arithmetic Problem ◽  
Term Memory ◽  
The Relationship

The relationship between children’s accuracy during numerical magnitude comparisons and arithmetic ability has been investigated by many researchers. Contradictory results have been reported from these studies due to the use of many different tasks and indices to determine the accuracy of numerical magnitude comparisons. In the light of this inconsistency among measurement techniques, the present study aimed to investigate this relationship among Iranian second grade children (n = 113) using a pre-established test (known as the Numeracy Screener) to measure numerical magnitude comparison accuracy. The results revealed that both the symbolic and non-symbolic items of the Numeracy Screener significantly correlated with arithmetic ability. However, after controlling for the effect of working memory, processing speed, and long-term memory, only performance on symbolic items accounted for the unique variances in children’s arithmetic ability. Furthermore, while working memory uniquely contributed to arithmetic ability in one-and two-digit arithmetic problem solving, processing speed uniquely explained only the variance in single-digit arithmetic skills and long-term memory did not contribute to any significant additional variance for one-digit or two-digit arithmetic problem solving.

Working memory dysfunctions predict social problem solving skills in schizophrenia

2014 ◽  
Vol 220 (1-2) ◽  
pp. 96-101 ◽  
Author(s):  
Jia Huang ◽  
Shu-ping Tan ◽  
Sarah C. Walsh ◽  
Lauren K. Spriggens ◽  
David L. Neumann ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Skills

scholarly journals EXAMINING THE CONNECTION BETWEEN STUDENTS’ WORKING MEMORY AND THEIR ABILITIES TO SOLVE OPEN-ENDED CHEMISTRY PROBLEMS

2020 ◽  
Vol 19 (1) ◽  
pp. 142-156
Author(s):  
Johnson E. Upahi ◽  
Umesh Ramnarain
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Working Memory Capacity ◽  
Real Life ◽  
Sampling Technique ◽  
Survey Method ◽  
Strong Positive Correlation ◽  
Problem Solving Skills ◽  
Memory Space

Open-ended problem-solving skills have been identified as employable skills, which undergraduate students will need to have in order to cope with real-life problems in their workplaces after graduation. However, the development and assessment of these skills have been inconsistent across courses offered in universities. This research examined undergraduate students’ ability to engage with open-ended chemistry problems, and the influence of their working memory space on problem solving. The research is a descriptive research design that employed a survey method for collection data. A purposive sampling technique was used to recruit 665 students from 19 chemistry departments in Nigerian universities. The students’ ability to solve open-ended problems was measured in terms of their performance and was found to be below average (< 50). The female students outperformed their male counterparts in the chemistry open-ended problem-solving test (ChemOPST). A strong positive correlation was found to exist between students’ working memory capacity and their performance in the ChemOPST. The research concludes on the need for experiential-based learning of chemical concepts which could help students build a knowledge base that is required to engage with problems that have real-life applications. Keywords: open-ended problems, working memory, chemistry problem-solving, university students.

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