IMPLEMENTING COGNITIVE TRAINING IN THE PROCESS OF LEARNING MATHEMATICS
DOI: 10.23951/2307-6127-2022-1-36-43
Lack of working memory leads to a persistent inability to learn mathematics. Additional lessons with a teacher do not solve the problem of lagging behind the program. Correction of working memory or adaptation of the curriculum to the characteristics of a given student is required. Working memory can be trained, however, cognitive improvement does not automatically translate into academic performance due to the deep lag behind these students from the program. It is proposed to train working memory in the context of mathematical knowledge. The author has created a system of computer trainers for working memory based on the key sections of the school curriculum in mathematics. There are eight trainers: mental counting and skills in working with a trigonometric circle, solving proportions and square inequalities, solving a right-angled triangle. Trainers are available free of charge on the website https://www.workingmemory.ru/ (registration is required). Embedding cognitive training in educational content removes the problem of far transfer, since the positive effect on academic performance is immediately apparent. The problem of motivation for training working memory also disappears, since the content basis of the trainers is the requirements of the school curriculum. The time limit for one exercise, the number and duration of exercise to reach the limit values vary widely. This confirms the significant individual differences in working memory. The hypothesis was confirmed that the strategy of using resources of working memory is improved as a result of training (not the volume of its short-term storage). The conclusion is made on the analysis of statistical data on working with the “Forest Marathon” trainer, in which it is required to hold and transform in the mind from one to five numbers.
Keywords: teaching mathematics, working memory, computer trainer, interval repetition
References:
1. Lynn S. Fuchs, Douglas Fuchs, Amelia S. Malone, Pamela M. Seethaler, Caitlin Craddock, Chapter 12 – The Role of Cognitive Processes in Treating Mathematics Learning Difficulties. Mathematical Cognition and Learning, Cognitive Foundations for Improving Mathematical Learning, 2019, vol. 5, pp. 295–320.
2. Deary I. J., Strand S., Smith P., Fernandes C. Intelligence and educational achievement. Intelligence, 2007, no. 35, pp. 13–21.
3. Baddeley A. Working memory: Looking back and looking forward. Nature Reviews, 2003, vol. 4, pp. 829–839. DOI: 10.1038/nrn1201
4. Alloway T. P., Passolunghi, M. C. The relationship between working memory, IQ and mathematical skills in children. Learning and Individual Differences, 2011, vol. 21 (1), pp. 133–137. DOI: 10.1016/j.lindif.2010.09.013
5. Jaeggi S. M., Buschkuehl M., Jonides J., Perrig W. J. Improving fluid intelligence with training on working memory. PNAS, 2008, vol. 105, no. 19, pp. 6829–6833. DOI: 10.1073/pnas.0801268105
6. Kearns D. M., Fuchs D. Does cognitive-focused instruction improve the academic performance on low-achieving children? Exceptional Children, 2013, no. 79, pp. 263–290.
7. Fuchs L. S., Schumacher R. F., Sterba S. K., Long J., Namkung J., Malone A., Hamlett C. L., Jordan N. C., Gersten R., Siegler R. S., Changas P. Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction. Journal of Educational Psychology, 2014, no. 106 (2), pp. 499–514.
8. Pashler H., Rohrer D., Cepeda N.J., Carpenter S.K. Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review, 2007, no. 14 (2), pp. 187–193.
9. Shing Y. L., Schmiedek F., Lövdén M., Lindenberger U. Training Working Memory for 100 Days The COGITO Study. In: J. M. Novick, M. F. Bunting, M. R. Dougherty, & R. W. Engle (Eds.). Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development. Oxford University Press, 2019. Рр. 40–57.
10. Hicks K., Engle R. W. Cognitive Perspectives of Working Memory Training Current Challenges in Working Memory Training. In: J. M. Novick, M. F. Bunting, M. R. Dougherty, R. W. Engle (Eds.). Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development. Oxford University Press, 2019. Рр. 3–13.
11. Shipstead Z., Redick T. S., Engle R. W. Is working memory training effective? Psychological Bulletin, 2012, no. 138 (4), pp. 628–654. DOI: 10.1037/a0027473
( 815.23 kB ) 
( 780.82 kB )
Issue: 1, 2022
Series of issue: Issue 1
Rubric: EDUCATIONAL WORK
Pages: 36 — 43
Downloads: 893