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Teaching strategies, cognitive factors and mathematics
Estívaliz Aragón1, Inmaculada Menacho1, José I Navarro1
1Department of Psychology, School of Education, University of Cádiz, Spain.
Heliyon
|May 14, 2024
Summary
This study found that while early math performance is linked to fluid intelligence and memory, the teaching strategy had little impact on most cognitive factors. Early math skills are more dependent on cognitive abilities than teaching methods.
Area of Science:
- Cognitive psychology
- Educational psychology
- Early childhood education
Background:
- Mathematics teaching strategies significantly impact learning.
- Limited research exists on non-traditional early mathematics education methods.
- Understanding the link between teaching methodology and cognitive processes is crucial for effective early math learning.
Purpose of the Study:
- To investigate the relationship between early mathematics teaching strategies and cognitive processes.
- To compare the effectiveness of 'Open Algorithm Based on Numbers' versus 'Closed Algorithm Based on Ciphers' in early math education.
- To analyze cognitive predictors of mathematical performance in relation to teaching approaches.
Main Methods:
- A comparative study involving 114 primary school students (74-84 months old).
- Assessment of cognitive processes and early math performance using established instruments.
- Multivariate statistical analysis to explore relationships between cognitive factors, teaching strategies, and mathematical achievement, considering school type (Charter/Public).
Main Results:
- Teaching strategy was inconclusive for most cognitive factors studied.
- Significant differences in mathematical performance were associated with fluid intelligence, verbal short-term memory, and visuospatial working memory.
- No significant differences in cognitive variables were found when considering the interaction between teaching approach, school characteristics, and mathematical achievement.
Conclusions:
- Early mathematical performance is significantly influenced by specific cognitive abilities like fluid intelligence and working memory.
- The choice of teaching strategy (Open vs. Closed Algorithm) showed limited impact on cognitive development in early mathematics.
- Further research is needed to explore nuanced interactions between teaching methods, cognitive profiles, and school environments in early math education.
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