Faculty Opinions recommendation of What difference does a year of schooling make? Maturation of brain response and connectivity between 2nd and 3rd grades during arithmetic problem solving.

2011 ◽  
Author(s):  
Jane Holmes Bernstein
Keyword(s):  
Problem Solving ◽  
Arithmetic Problem ◽  
Brain Response

scholarly journals Strategy switch costs in arithmetic problem solving

2010 ◽  
Vol 38 (3) ◽  
pp. 322-332 ◽  
Author(s):  
P. Lemaire ◽  
M. Lecacheur
Keyword(s):  
Problem Solving ◽  
Arithmetic Problem ◽  
Switch Costs ◽  
Strategy Switch

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 An integrative view of Luria’s perspective on arithmetic problem solving: The two sides of environmental dependency

2014 ◽  
Vol 36 (1) ◽  
pp. 88-109 ◽  
Author(s):  
Jérémy Besnard ◽  
Philippe Allain ◽  
Ghislaine Aubin ◽  
Valérie Chauviré ◽  
Frédérique Etcharry-Bouyx ◽  
...  
Keyword(s):  
Problem Solving ◽  
Arithmetic Problem ◽  
Integrative View ◽  
Two Sides

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

The Disturbing Effect of Irrelevant Information on Arithmetic Problem Solving in Inattentive Children

2002 ◽  
Vol 21 (1) ◽  
pp. 73-92 ◽  
Author(s):  
Gian Marco Marzocchi ◽  
Daniela Lucangeli ◽  
Tiziana De Meo ◽  
Federica Fini ◽  
Cesare Cornoldi
Keyword(s):  
Problem Solving ◽  
Irrelevant Information ◽  
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.

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