Cognitive Characteristics in Primary School Children with Different Levels of Mathematical Achievement

Regardless of the fact that people are born with innate sense of number, mathematical thinking requires certain intellectual effort for which many children are not ready. While children investigate and discover new issues in everyday life, they meet the world of mathematics although they are not aware of it. As mathematics is becoming more and more important in today’s age of technology, it is very important that children are introduced to the spells of mathematics before they start attending school, and to continue to learn mathematics with that knowledge throughout school education. As well as reading, mathematics is a subject necessary for adequate functioning in society. What is more, mathematics is a subject that develops logical thinking and perception, thus mathematical teaching of children ought to be on more accessible level than it is currently. Parents and educators have access to various games and activities that involve children into mathematical thinking and creative resolving, which develops their self-confidence.Through the research that has been conducted with both preschool and primary school children using various mathematical examples appropriate for their age, it has been found out that the children of younger age have early math skills, whereas, regarding primary school children, their later math achievement is fading over time or their conclusions are grounded upon the “expected”. The traditional way of teaching mathematics and extensive material can cause poor mathematical achievement and cause a well-known fear of mathematics.

Download Full-text

COMPARATIVE ANALYSIS OF THE PARAMETERS OF HEART RATE VARIABILITY IN PRIMARY SCHOOL CHILDREN WITH DIFFERENT LEVELS OF EMOTIONAL INTELLIGENCE

RUDN Journal of Psychology and Pedagogics ◽

10.22363/2313-1683-2017-14-1-88-98 ◽

2017 ◽

Vol 14 (1) ◽

pp. 88-98

Author(s):

A.V. Dobrin ◽

Keyword(s):

Heart Rate ◽

Heart Rate Variability ◽

Emotional Intelligence ◽

Comparative Analysis ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Different Levels

Download Full-text

Characteristics of the reaction of the autonomic nervous, cardiovascular and endo-crine systems to cognitive load in primary schoolchildren with different levels of anx-iety and neuroticism

Science for Education Today ◽

10.15293/2658-6762.2101.09 ◽

2021 ◽

Vol 11 (1) ◽

pp. 151-173

Author(s):

Oksana Nikolaevna Adamovskaya ◽

◽

Svetlana Borisovna Dogadkina ◽

Irina Vladimirovna Ermakova ◽

Galina Vasilievna Kmit ◽

...

Keyword(s):

Primary School ◽

Cognitive Load ◽

School Children ◽

Cognitive Activity ◽

Temporal Analysis ◽

Primary School Children ◽

Eysenck Personality Questionnaire ◽

Autonomic Nervous ◽

Primary Schoolchildren ◽

Different Levels

Introduction. The article examines the problem of adaptive response to cognitive activity in primary schoolchildren with different individual psychological characteristics. The objective of the research is to study the response of the autonomic nervous, cardiovascular and endocrine systems to cognitive load in primary school children with different levels of anxiety and neuroticism. Materials and Methods. The research sample consisted of 38 primary schoolchildren. The data for this study were collected using the following methods: spectral and temporal analysis of heart rate variability, electrocardiography, bipolar reoencephalography, tonometry and enzyme-linked immunosorbent determination of cortisol in saliva. The levels of anxiety were identified using the CMAS scale adapted by A.M. Prikhozhan. In order to assess the level of neuroticism, the authors applied the Eysenck Personality Questionnaire. The cognitive load involved working with digital Schulte tables. Results. The authors found that the type and intensity of the reaction of the autonomic nervous, cardiovascular and endocrine systems in primary schoolchildren depend on personal characteristics (the level of anxiety and neuroticism). The study revealed that children with medium anxiety and low neuroticism levels showed the most beneficial organism response to cognitive load. The most pronounced and generalized reaction of the organism was indicated among schoolchildren with high levels of anxiety and medium levels of neuroticism. It was revealed that the hyperactivity of the autonomic nervous, cardiovascular and endocrine systems in primary schoolchildren with high levels of anxiety and neuroticism was determined by the initially high level of the studied indicators. Conclusions. The response of the autonomic nervous, cardiovascular and endocrine systems to cognitive load is stressful for primary schoolchildren with increased and high levels of anxiety and neuroticism. In this regard, the authors emphasize the need for psychological and teaching interventions aimed at measuring and treating anxiety disorders in primary school children.

Download Full-text

The quandary of diagnosing mathematical difficulties in a generally low performing population

10.31234/osf.io/5dmhs ◽

2020 ◽

Author(s):

Mariuche Rodrigues de Almeida Gomides ◽

Isabella Starling-Alves ◽

Giulia Moreira Paiva ◽

Leidiane da Silva Caldeira ◽

Ana Luíza Pedrosa Neves Aichinger ◽

...

Keyword(s):

Primary School ◽

School Children ◽

Mathematical Achievement ◽

Primary School Children ◽

Simple Addition ◽

Numerical Development ◽

Calculation Task ◽

Mathematical Difficulties ◽

Brazilian Students ◽

Psychometric Criterion

Brazilian students’ mathematical achievement was repeatedly observed to fall below average levels ofmathematical attainment in international comparison studies such as PISA. In this article, we argue thatthis general low level of mathematical attainment interferes with the diagnosis of developmentaldyscalculia when the psychometric criterion is used: establishing of an arbitrary cut-off (e.g., performance< percentile 10) may lead to misleading diagnoses. Therefore, the present study set off to evaluate theperformance of Brazilian school children on basic arithmetic operations. Seven hundred and six childrenfrom 3rd to 5th grades completed a calculation task assessing arithmetic fluency in addition, subtraction,and multiplication. In line with PISA results, children presented difficulties in all arithmetic operationsinvestigated. Children performed better in addition than subtraction and multiplication, and 3rd and 4thgraders were outperformed by 5th graders in all three operations. However, even after five years offormal schooling, less than half of 5th graders performed perfectly on simple addition, subtraction, andmultiplication problems. Therefore, these data substantiate the argument that the sole use of apsychometric criterion might not be sensible to diagnose dyscalculia in the context of a generally lowperforming population, such as Brazilian primary school children. When the majority of children failthe task, it is hard to distinguish atypical from typical numerical development. As such, other diagnosticapproaches, such as Response to Intervention, might be more suitable in such a context.

Download Full-text

Reactivity of the Blood Microcirculation System in Primary School Children to the Temperature Factor

Ukraïnsʹkij žurnal medicini bìologìï ta sportu ◽

10.26693/jmbs06.06.282 ◽

2021 ◽

Vol 6 (6) ◽

pp. 282-288

Author(s):

T. I. Stanishevska ◽

◽

O. I. Gorna ◽

T. V. Kopylova

Keyword(s):

Blood Flow ◽

Primary School ◽

School Children ◽

Temperature Factor ◽

Primary School Children ◽

Tissue Blood Flow ◽

Reserve Capacity ◽

Thermal Test ◽

Blood Microcirculation ◽

Different Levels

The purpose of the study was to investigate the adaptive capacity of the blood microcirculation system in children of primary school age for a functional test with heating. The article deals with the study of the blood microcirculation system in primary school children by laser Doppler flowmetry and the study of the reserve capacity of tissue blood flow in children on a test with increasing temperature factor. Materials and methods. The research was conducted on the basis of the laboratory of physiological research of the Department of Anatomy and Physiology of People and Animals of Bohdan Khmelnytsky Melitopol State Pedagogical University. The surveyed contingent consisted of 80 practically healthy children aged 6 to 9 years old, secondary school students in Melitopol. Based on a comprehensive morphofunctional study, we obtained data on individual-typological features of blood microcirculation in primary school children and the reserve capacity of tissue blood flow using functional tests. It is established that the adaptive features of the blood microcirculation system in boys and girls of early school age are due to different levels of local and central mechanisms of microvessel regulation. Results and discussion. The results obtained during the thermal test indicate different levels of reactivity of the body to increasing the temperature factor and the neurogenic vasoconstrictor effects of the sympathetic nervous system on the vessels of the arteriolar part of the microcirculatory tract. The reaction to the thermal test directly depends on the individual-typological features of blood microcirculation. Conclusion. At a ratio of reaction to thermal influence in children with various types of microcirculation, the maximum increase in tissue perfusion was observed in children with type III of laser Doppler flowgram. This level of microvascular reactivity, as well as the relatively rapid recovery of blood flow after thermal hyperemia is explained by the fact that children with hyperemic type of microcirculation have increased microvascular tone due to neurogenic effects of the sympathetic chain of tissue blood flow regulation. Children with the hypoemic type of microcirculation, on the other hand, have a somewhat reduced sympathetic tone relative to the normoemic type, as a result of which the reserve of capillary blood flow is reduced and the time of blood flow recovery after thermal exposure is prolonged

Download Full-text

Using Scratch with Primary School Children

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2013010107 ◽

2013 ◽

Vol 3 (1) ◽

pp. 93-109 ◽

Cited By ~ 15

Author(s):

Amanda Wilson ◽

Thomas Hainey ◽

Thomas M. Connolly

Keyword(s):

Primary School ◽

Empirical Evidence ◽

School Children ◽

Computer Games ◽

Teaching And Learning ◽

Primary School Children ◽

Observational Research ◽

Learning Approaches ◽

Different Levels ◽

Programming Ability

Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

Download Full-text