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A holistic framework to model student's cognitive process in mathematics education through fuzzy cognitive maps
1University of Salerno, Giovanni Paolo II street 84100, Fisciano, SA, Italy.
Heliyon
|September 4, 2024
Summary
This study uses Fuzzy Cognitive Maps (FCMs) to model students' mathematical cognition, integrating multiple learning theories for a holistic view. The framework offers quantitative insights into cognitive, affective, and behavioral factors in math learning.
Area of Science:
- Educational Psychology
- Cognitive Science
- Mathematics Education
Background:
- Traditional mathematics education research often relies on qualitative methods.
- There is a growing need for quantitative approaches to understand complex student cognitive processes.
- Digital learning environments necessitate real-time analysis of student interactions.
Purpose of the Study:
- To introduce a novel framework for modeling students' cognitive processes in mathematics education using Fuzzy Cognitive Maps (FCMs).
- To provide a comprehensive, multidimensional understanding of students' mathematical learning by integrating cognitive, affective, and behavioral factors.
- To demonstrate the utility of FCMs in generating quantitative insights from educational data.
Main Methods:
- Development of a Fuzzy Cognitive Map (FCM) model integrating Duval's Semiotic Representation Theory, Niss's Mathematical Competencies, Marton's Variation Theory, and Engagement, Motivation, and Participation framework.
- Application of the FCM model in case studies, including analysis of remote learning during the Covid-19 pandemic and the role of Augmented Reality in conceptualization.
- Validation of quantitative FCM data through qualitative approaches.
Main Results:
- The FCM framework successfully models students' cognitive processes, offering a holistic view by integrating diverse educational theories.
- Case studies demonstrated the framework's adaptability in analyzing the impact of remote learning and the potential of Augmented Reality in mathematics.
- Quantitative data derived from the FCM model were corroborated by qualitative findings.
Conclusions:
- Fuzzy Cognitive Maps offer a pioneering methodological innovation for quantitative analysis of cognitive processes in mathematics education.
- The framework has the potential to integrate new technologies and enhance educational practices, particularly in digital learning environments.
- Further research is needed to address methodological transitions and technological implementation challenges for broader applicability.
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