Learner-generated drawings by students with mathematical learning difficulties in finishing open number sentences

Although MLD students do not have good mathematical performance in completing addition and subtraction operations of integers, MLD students have suggestive ideas in the form of drawings produced in solving open number sentences questions. This study aims to classify the types and identify changes in the drawing produced by MLD students in solving open number sentences questions. This research method is qualitative with a micro generic study approach to understand students' thinking individually and explore drawing changes in solving open number sentences questions between sessions. The research subjects were 2 out of 20 MLD grade 5 elementary school students who produced the most varied drawings in solving open number sentences questions. Data collection techniques used are giving questions and interviews. The results showed that MLD students produced: discrete object drawings by focusing on the cardinality of the quantity of a number; transitions from objects to the number line by focusing on the magnitude of numbers; partitioning the number line using magnitude reasoning; number sentences; and others using verbal reasoning. Changes in the drawings produced by MLD students between sessions indicate the development of students' understanding towards a better direction in interpreting symbolic representations to visual representations. The results of this study contribute to the theory that although MLD students have low mathematical performance. However, MLD students can produce variations and changes in drawings with rich mathematical idea information representing integer operations.

Let’s do the Math… About Creativity and Mathematical Reasoning: A Correlational Study in Primary School Children

Mathematics, being a very ancient discipline, is usually seen as a formal subject that must be learned for school purposes, which is very far from creativity and fun. Also, mathematical skills are often considered a talent, so students are easily divided into gifted and not gifted, with a focus on speed and accuracy rather than encouraging the process of juggling between divergent and convergent thinking. In the present paper, we aimed at investigating the relationship between mathematical reasoning and different aspects of creative thinking, such as divergent and convergent creativity, aesthetic appreciation, and humor. To do so, 146 second and third graders in a primary school in Milan have been recruited and tested with mathematical and creative tasks. Correlational analyses showed significant positive relations between flexibility and originality dimensions of creativity and mathematical performance. Results are discussed by providing a theoretical framework about the relation between mathematics and creative skills.

Let’s do the Math… About Creativity and Mathematical Reasoning: A Correlational Study in Primary School Children

Mathematics, being a very ancient discipline, is usually seen as a formal subject that must be learned for school purposes, which is very far from creativity and fun. Also, mathematical skills are often considered a talent, so students are easily divided into gifted and not gifted, with a focus on speed and accuracy rather than encouraging the process of juggling between divergent and convergent thinking. In the present paper, we aimed at investigating the relationship between mathematical reasoning and different aspects of creative thinking, such as divergent and convergent creativity, aesthetic appreciation, and humor. To do so, 146 second and third graders in a primary school in Milan have been recruited and tested with mathematical and creative tasks. Correlational analyses showed significant positive relations between flexibility and originality dimensions of creativity and mathematical performance. Results are discussed by providing a theoretical framework about the relation between mathematics and creative skills.

Impact of Active Breaks in the Classroom on Mathematical Performance and Attention in Elementary School Children

Background: The increasing need to face the problem of sedentarism, especially in the COVID-19 era, induced teachers and researchers to find new intervention methodologies in school context. Active breaks (ABs) include brief periods of physical activity as a part of the curriculum. This study aimed to investigate the AB acute responses on attentive skills and mathematical performance and attention in a primary school. Methods: A total of 141 children (aged 9.61 ± 0.82), divided into six classes, participated in this study. Each class was randomly assigned to three groups on the basis of the type of protocol performed during the three ABs scheduled in a school day: fitness (FIT), creativity (CREAT), and control group (CON). At baseline and at the end of interventions, all participants underwent the Stroop Color and Word test (SCWT) and the math test (MATH) to assess the level of attention and mathematical performance, respectively. The degree of enjoyment was evaluated through the modified Physical Activity Enjoyment Scale. Results: The factorial ANOVA showed significant differences between the FIT and CON in MATH test (p = 0.023) and SCWT (p = 0.034). CREAT and FIT groups showed higher degree of enjoyment than the CON (both ps < 0.001). Conclusions: This study showed a positive acute impact of AB interventions. FIT positively influenced attentive and math performances more than the CREAT, probably due to the correct work/rest ratio and executive rhythm that allowed children to reach a good level of exertion. This report showed that ABs can be a useful and productive activity to be performed between curricular lessons.

A Reanalysis of the Handedness-Mathematics Hypothesis Using Generalized Additive Models

Sala et al. (Front Psychol. 2017;8) investigated the impact of handedness on children’s and adolescents’ performance in mathematics in five independent studies (Total N = 2,314). We concluded that (a) handedness played a nonnegligible role in affecting math ability and (b) its effects were mediated by the difficulty of the mathematical task and the participant’s gender and school level (e.g., primary school vs. high school).However, two statistical issues may have biased these findings. First, polynomial regression is a suboptimal (if not incorrect) option for modeling nonlinear relations between variables. Second, simple linear modeling assumes that the response variable is normally distributed in order to produce accurate estimates. However, mathematical performance did not follow a Gaussian distribution in any of the five studies.The present reanalysis overcomes the above methodological limitations by employing Generalized Additive Models (GAMs). While the significant effect of handedness is often confirmed, the GAMs produce somewhat different results compared to the previous analysis. The implications are discussed.

Realidade Aumentada e a Cyberformação de uma Professora de Matemática: Pontos Críticos de Funções de Duas Variáveis

ResumoEssa pesquisa investiga como uma professora constitui conhecimento matemático quando está estudando pontos críticos com gráficos produzidos em Realidade Aumentada (RA). Esta é uma pesquisa qualitativa que possui seu foco no processo formativo experienciado pela professora/pesquisadora em termos de Cyberformação, pois ela é a sujeito de sua própria investigação. Assim, a autoanálise em termos metodológicos concentra-se em estudos individuais da professora/pesquisadora, em um movimento rigoroso de gravação de dados, afastamento desses e análise, compreendendo que a constituição de conhecimento se dá “Com-Holográficos”, pois se refere ao ato de ser-com-Tecnologias Digitais (TD) de RA, no qual a professora/pesquisadora ao estar no contexto de RA se pluga com essa tecnologia pela materialidade que a expressa, possibilitando uma mudança de perspectiva matemática, sustentando por meio da TD expressões de aspectos matemáticos não vistos anteriormente. Logo, indicamos que a constituição do conhecimento matemático de uma professora em Cyberformação com TD de RA se dá por meio de interações com o contexto de RA, de forma indissociável e como fluxos matemáticos, pedagógicos e tecnológicos que se entrecruzam. A pesquisa contribui para a compreensão do processo de constituição do conhecimento matemático da professora e isso permite, em termos de formação, que professores entendam-se no processo para projetar/planejar suas aulas de matemática com o recurso de RA. Palavras-chave: Educação Matemática. Formação de Professores. Autoanálise. Gráficos. Holográficos. AbstractThis research investigates how a teacher constitutes mathematical knowledge when she is studying critical points through graphics produced in an Augmented Reality (AR) environment. The research is qualitative, whose focus is on the formative process experienced by the teacher/researcher in terms of Cybereducation, because she is the subject of her own research. The production of data was stored through audiovisual recordings which, in this article, focus on individual studies by the teacher/researcher. Thus, we understand that the constitution of knowledge is “With-Holographics”, because it refers to the act of being-with-Digital Technologies (DT) of AR, in which the teacher/researcher being in the context created by the RA connects with this technology due to the materiality it expresses. Thus, allowing a change in teacher’s perspective and an alteration in her mathematical performance, supporting through DT expressions of mathematical aspects not previously seen. Therefore, this research indicates that the constitution of the mathematical knowledge of a teacher in Cybereducation with DT of AR occurs inseparably through interactions with the context and as mathematical, pedagogical and technological flows that intersect. Keywords: Mathematics Education. Teachers’ training. Graphics. Holographics.

Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.