The Foundations of Numerical and Mathematical Abilities

10.1596/26821 ◽  
2012 ◽  
Author(s):  
Daniel Ansari
Keyword(s):  
Mathematical Abilities

PENGARUH METODE EKSPOSITORI TERHADAP PEMAHAMAN KONSEP MATEMATIKA MAHASISWA PGSD

2018 ◽  
Author(s):  
Daswarman Daswarman
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Mathematical Abilities ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject

The aim of learning mathematics in universities is to improve students' mathematical abilities. One of the important mathematical abilities of students is understanding the concept. With an understanding of the concept, students will easily solve mathematical problems. This research is an experimental research design with One Group Pretest-Posttest Design. In the design of this study, researchers used one class as the subject of research. Before being given treatment, the pretest is first performed, then given treatment within a certain period, then given a posttest. The results showed that there was an increase in students' understanding of the concept after being given the application of the expository method.

Is math lateralised on the same side as language? Right hemisphere aphasia and mathematical abilities

2006 ◽  
Vol 406 (3) ◽  
pp. 285-288 ◽  
Author(s):  
Carlo Semenza ◽  
Margarete Delazer ◽  
Laura Bertella ◽  
Alessia Granà ◽  
Ileana Mori ◽  
...  
Keyword(s):  
Right Hemisphere ◽  
Mathematical Abilities

When Interdependence Shapes Social Perception: Cooperation and Competition Moderate Implicit Gender Stereotyping

2013 ◽  
Vol 16 ◽  
Author(s):  
Soledad de Lemus ◽  
Marcin Bukowski
Keyword(s):  
Gender Stereotypes ◽  
Person Perception ◽  
Compensation Effect ◽  
Gender Stereotyping ◽  
Mathematical Abilities ◽  
Content Model ◽  
Stereotype Content ◽  
Competition Condition ◽  
Relative Activation ◽  
High Competence

AbstractWe examined the influence of interdependence goals on the accessibility of implicit gender stereotypical associations. Participants were asked to cooperate with or compete against a woman on a mathematical abilities task and subsequently the relative activation of positive and negative warmth and competence traits was measured using a primed categorization task. Results showed that female primes (vs. male primes) facilitated the activation of low warmth and high competence in the competition condition, whereas high warmth was activated in the cooperation condition and no differences were found for competence traits. These results are discussed referring to the stereotype content model and the compensation effect in person perception. The goal dependent nature of implicit gender stereotypes is emphasized.

scholarly journals Magnitude integration in the Archerfish

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Tali Leibovich-Raveh ◽  
Ashael Raveh ◽  
Dana Vilker ◽  
Shai Gabay
Keyword(s):  
Animal Model ◽  
Grocery Store ◽  
The Body ◽  
Water Tank ◽  
Comparison Task ◽  
Magnitude Comparison ◽  
Mathematical Abilities ◽  
In The Wild ◽  
Numerical Magnitudes ◽  
Shortest Queue

AbstractWe make magnitude-related decisions every day, for example, to choose the shortest queue at the grocery store. When making such decisions, which magnitudes do we consider? The dominant theory suggests that our focus is on numerical quantity, i.e., the number of items in a set. This theory leads to quantity-focused research suggesting that discriminating quantities is automatic, innate, and is the basis for mathematical abilities in humans. Another theory suggests, instead, that non-numerical magnitudes, such as the total area of the compared items, are usually what humans rely on, and numerical quantity is used only when required. Since wild animals must make quick magnitude-related decisions to eat, seek shelter, survive, and procreate, studying which magnitudes animals spontaneously use in magnitude-related decisions is a good way to study the relative primacy of numerical quantity versus non-numerical magnitudes. We asked whether, in an animal model, the influence of non-numerical magnitudes on performance in a spontaneous magnitude comparison task is modulated by the number of non-numerical magnitudes that positively correlate with numerical quantity. Our animal model was the Archerfish, a fish that, in the wild, hunts insects by shooting a jet of water at them. These fish were trained to shoot water at artificial targets presented on a computer screen above the water tank. We tested the Archerfish's performance in spontaneous, untrained two-choice magnitude decisions. We found that the fish tended to select the group containing larger non-numerical magnitudes and smaller quantities of dots. The fish selected the group containing more dots mostly when the quantity of the dots was positively correlated with all five different non-numerical magnitudes. The current study adds to the body of studies providing direct evidence that in some cases animals’ magnitude-related decisions are more affected by non-numerical magnitudes than by numerical quantity, putting doubt on the claims that numerical quantity perception is the most basic building block of mathematical abilities.

Predicting mathematical abilities from early mathematics and number-specific executive functions in informal and formal schooling

2021 ◽  
Author(s):  
Peera Wongupparaj ◽  
Roi Cohen Kadosh
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Equation Modeling ◽  
Formal Schooling ◽  
Early Mathematics ◽  
Domain Specific ◽  
Mathematical Abilities ◽  
Mathematics Abilities

Abstract Background Current evidence on an integrative role of the domain-specific early mathematical skills and domain-general executive functions (EFs) from informal to formal schooling and their effect on mathematical abilities is so far unclear. The main objectives of this study were to (i) compare the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities between preschool and primary school children, and (ii) examine the relationship among the domain-specific early mathematics, the number-specific EFs, and the mathematics abilities among preschool and primary school children.Methods In the present study, we recruited six- and seven-year-old children (Ntotal=505, n6yrs=238, and n7yrs=267). We compared domain-specific early mathematics as measured by symbolic and non-symbolic tasks, number-specific EFs tasks, and mathematics tasks between these preschool and primary school children. In addition, we tested the predictive power of domain-specific numerical and number-specific EFs on mathematics abilities among preschool and primary school children. MANOVA and Structural Equation Modeling (SEM) were used to test research hypotheses.Results We found that primary school children were superior to preschool children over more complex tests of the domain-specific early mathematics, the number-specific EFs, the mathematics abilities, particularly, for more sophisticated numerical knowledge and the number-specific EFs components. The SEM revealed that both the domain-specific early numerical and the number-specific EFs could predict the mathematics abilities across age groups. Nevertheless, the number comparison test and mental number line of the domain-specific early mathematics were clearly pronounced in predicting the mathematics abilities for formal school children. These results highlight the benefits of both the domain-specific early mathematics and the number-specific EFs in mathematical development, especially at the key stages of formal schooling. Understanding the causal effect of EFs in improving mathematical attainments could allow a more powerful approach in improving mathematical education at this developmental stage.

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