Computer trainers as a tool to overcome difficulties in learning mathematics
DOI: 10.23951/2307-6127-2023-5-102-110
It is the lack of working memory that is considered as the main reason for the difficulties in mastering mathematics. To overcome difficulties in mastering mathematics, computer trainers of working memory based on mathematical content are offered. If trainers do not have a mathematical component, but are aimed only at improving the functioning of the main components of a person’s working memory (articulation loop, visual-spatial notepad and central administrator), then classes with them do not lead to a noticeable improvement in academic performance, perhaps due to a significant lag behind current program. The computer trainers developed by the author and available on the site workingmemory.ru are aimed at both developing basic computing skills and training working memory. The subject of trainers was determined both on the basis of the author’s own observations and on the basis of an analysis of typical mistakes of USE participants published on the Federal Institute of Pedagogical Measurements website (fipi.ru). At the time of publication, nine trainers have been created and tested. The trainers are available at workingmemory.ru immediately after registration. The paper presents the data of approbation of trainers in the preparation courses for the Unified State Examination and their comparison with the results of studies by other authors. The average time to complete one calculation task is presented, practical recommendations are given. The use of author’s trainers as a tool for developing computational skills, increasing the efficiency of mathematics classes and training the working memory of students is substantiated.
Keywords: teaching mathematics, working memory, mental counting, digitalization of education
References:
1. Geary D.C. Mathematics and Learning Disabilities. Journal of Learning Disabilities, 2004, no. 37, pp. 4 – 15.
2. Kislyakova M. A. Neuspevaemost’ uchashchihsya po matematike kak psikhologo-pedagogicheskiy fenomen [Student underachievement in mathematics as a psychological and pedagogical phenomenon]. Nauka i shkola, 2021, no. 3, pp. 200–211 (in Russian).
3. 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
4. Berger E. M., Fehr E., Hermes H., Schunk D., Winkel K. The Impact of Working Memory Training on Children’s Cognitive and Noncognitive Skills (June 8, 2020). University of Zurich, Department of Economics, Working Paper No. 347, 2020, Available at SSRN: URL: https://ssrn.com/abstract=3622337 or http://dx.doi.org/10.2139/ssrn.3622337 (accessed 30 January 2023).
5. Baddeley A. Working memory: Looking back and looking forward. Nature Reviews, 2003, vol. 4, pp. 829–839. doi: 10.1038/nrn1201
6. Muñez D., Lee K., Bull R., Khng K. H., Cheam F., Rahim R. A. Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom. Journal of Educational Psychology, 2022, no. 114 (8), pp. 1866–1880. URL: https://doi.org/10.1037/edu0000732 (accessed 30 January 2023).
7. Conway A. R. A., Kane M. J., Bunting M. F. et al. Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, 2005, no. 12, pp. 769–786 (2005). URL: https://doi.org/10.3758/BF03196772 (accessed 30 January 2023).
8. 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 URL: https://doi.org/10.1037/a0027473 (accessed 30 January 2023).
9. Davidson M. C., Amso D., Anderson L. C., Diamond A. Development of cognitive control and executive functions from 4 to 13 years: evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 2006, no. 44 (11), pp. 2037–2078. doi: 10.1016/j.neuropsychologia.2006.02.006. URL: https://doi.org/10.1016/j.neuropsychologia.2006.02.006 (accessed 30 January 2023).
10. Pelegrina S., Lechuga M. T., García-Madruga J. A., Elosúa M. R., Macizo P., Carreiras M., Fuentes L. J., Bajo M. T. Normative data on the n-back task for children and young adolescents. Front Psychol, 2015, no. 6, p. 1544. doi: 10.3389/fpsyg.2015.01544. URL: https://doi.org/10.3389%2Ffpsyg.2015.01544 (accessed 30 January 2023).
11. Watson A. C. Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher (A Teacher’s Guide to the Learning Brain). Rowman & Littlefield Publishers, 2017. 172 p.
12. Yashchenko I. V., Vysotskiy I. R., Semenov A. V. Metodicheskiye rekomendatsii dlya uchiteley, podgotovlennye na osnove analiza tipichnykh oshibok uchastnikov EGE 2022 goda po matematike [Methodological recommendations for teachers prepared on the basis of an analysis of typical mistakes of participants in the USE 2022 in mathematics]. Pedagogicheskiye izmereniya, 2022, no. 4, pp. 61–83 (in Russian).
13. Krutetskiy V. A. Psikhologiya matematicheskikh sposobnostey shkol’nikov. Pod redaktsiey N. I. Chuprikovoy [Psychology of mathematical abilities of schoolchildren. Edited by N. I. Chuprikova]. Moscow, Izdatel’stvo Institute of Practical Psychology and Psychoanalyses Publ., Voronezh, MODEK Publ., 1998. 416 p. (in Russian).
14. Karpushina N. M. Paradoks obyvatelya, ili Zachem nuzhen ustnyy schyot [The paradox of the inhabitant, or Why do we need an oral account]. Matematika v shkole, 2013, no. 7, pp. 3–8 (in Russian).
15. Takeuchi H., Taki Y., Sassa Y., Hashizume H., Sekiguchi A., Fukushima A., Kawashima R. Working memory training using mental calculation impacts regional gray matter of the frontal and parietal regions. PLoS One, 2011 no. 6(8), e23175. Doi: 10.1371/journal.pone.0023175. Epub 2011 Aug 23. URL: https://doi.org/10.1371/journal.pone.0023175 (accessed 30 January 2023).
( 814.42 kB ) 
( 775.63 kB )
Issue: 5, 2023
Series of issue: Issue 5
Rubric: EDUCATION AND SELF-EDUCATION
Pages: 102 — 110
Downloads: 769