Skills underlying mathematics: The role of executive function in the development of mathematics proficiency

Cragg, Lucy; Gilmore, Camilla

doi:10.1016/j.tine.2013.12.001

Cited by 421 publications

(321 citation statements)

References 85 publications

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“…These general cognitive skills have also been identified as being important for mathematical achievement in typically developing children (4,7). Deficits in visuospatial skills and working memory are frequently reported in preterm samples (21), however, this is the first study to identify that general cognitive deficits can explain group differences in specific mathematical skills, which in turn are known to contribute to more complex mathematical performance (4,7,18).…”

Section: Discussionmentioning

confidence: 84%

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

et al. 2014

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Section: Discussionmentioning

confidence: 84%

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

et al. 2014

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“…That EFs are critical for academic success is backed by a wealth of research evidence. [57][58][59][60][61] Given this key role, EFs have become the target for a number of individually-administered interventions, full curricula, and add-ons to classroom curricula, such as CogMed (Pearson Education, Upper Saddle River, NJ), Tools of the Mind, 62 PATHS (PATHS Training LLC, Seattle, WA), music, yoga and martial arts. A review study compared these, including Montessori education, and concluded that compared to interventions such as CogMed that solely target EFs, 'school curricula hold the greatest promise for accessibility to all and intervening early enough to get children on a positive trajectory from the start and affecting EFs most broadly'.…”

Section: Evaluations Of Key Elements Of Montessori Education That Arementioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

101

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The Montessori educational method has existed for over 100 years, but evaluations of its effectiveness are scarce. This review paper has three aims, namely to (1) identify some key elements of the method, (2) review existing evaluations of Montessori education, and (3) review studies that do not explicitly evaluate Montessori education but which evaluate the key elements identified in (1). The goal of the paper is therefore to provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.

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“…With these, initiatives around the world have introduced a range of innovative and interactive learning technologies such as graphic software (Robutti, 2010;Lavizca, 2010) and computer algebra system (Özgün-Koca, 2010;Mignotte, 2012;Durán, Pérez & Varona, 2014) to explore Calculus concepts. The use of these technologies offer new ways to learn and teach Calculus that help deepen students' understanding of abstract and complex ideas (Arango, Gaviria & Valencia, 2015;Šumonja, Veličković & Šubarević, 2015;Zakaria & Salleh, 2015) which include conceptual understanding (Bartell, Webel, Bowen & Dyson, 2013;Richland, Stigler & Holyoak, 2012) and procedural skills (Rittle-Johnson & Schneider, 2014;Cragg & Gilmore, 2014) and also increases positive attitude of students towards the subject (Sang, Valcke, Van Braak & Tondeur, 2010;Yuan & Chun-Yi, 2012). Further, it helps students to better visualize the concepts through graphical representation (Moses, Wong, Bakar & Mahmud, 2013).…”

Section: Introductionmentioning

confidence: 99%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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This study examined the effects of using Microsoft Mathematics on students' attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students' conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a "favorable" to "very highly favorable" attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the participants on the domain "learning Mathematics with technology".

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Skills underlying mathematics: The role of executive function in the development of mathematics proficiency

Cited by 421 publications

References 85 publications

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

Montessori education: a review of the evidence base

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

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