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Numerical Processing With Different Teaching-Learning Methods.

M C Canto-López1, I Menacho1, E Aragón1

  • 1Department of Psychology, University of Cadiz (Spain), Puerto Real-Cadiz, Spain.

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Summary
This summary is machine-generated.

The Open Calculation Based on Numbers (ABN) method enhances early mathematical skills, outperforming the traditional Closed Calculation Based on Digits method (No-ABN) in magnitude comparison and overall competence.

Keywords:
Open calculation based on numbers (ABN) methodclosed calculation based on digits (CBC) methodcomparison of magnitudesmathematical cognitionnumerical processing

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Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Mathematics Education

Background:

  • Mathematical competence is crucial for academic and cognitive development.
  • Cognitive processes, both domain-specific and general, underpin mathematical learning.
  • Understanding effective teaching methods is key to fostering early math skills.

Purpose of the Study:

  • To compare mathematical competence between the Open Calculation Based on Numbers (ABN) and Closed Calculation Based on Digits (No-ABN) methods.
  • To analyze domain-specific variables influencing mathematical skills under different teaching approaches.
  • To determine if the ABN method offers advantages in conceptual understanding and numerical flexibility.

Main Methods:

  • 84 Kindergarten and Primary Education students participated.
  • Students were divided into ABN (45) and No-ABN (37) groups.
  • Standardized tests assessed magnitude comparison and basic mathematical competence.

Main Results:

  • The ABN group showed superior performance in magnitude comparison, particularly in early stages.
  • The ABN group consistently scored higher in basic mathematical competence over time.
  • The ABN method demonstrated a potential advantage in fostering early mathematical skills.

Conclusions:

  • The ABN teaching method may establish a stronger foundation for mathematical learning.
  • ABN potentially leads to better long-term mathematical outcomes compared to No-ABN.
  • Further research is recommended to optimize the ABN method for wider educational application.