The Impact of Achievements in Mathematics on Cognitive Ability in Primary School

Abstract

Cognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 102 boys aged 9–10 years (the fourth grade) were selected from three schools. A diagnostic test of cognitive abilities (DTCA) was created by the authors of the article for the assessment of primary school students’ cognitive abilities. The diagnostic cognitive ability test was based on Reuven Feuerstein’s theory of dynamic cognitive modality assessment, the problem-solving model, and followed the mathematics curriculum for grade 4. The tasks of the test were distributed according to the cognitive function: systematic exploration, spatial orientation, sequencing, image recognition, recognizing and understanding relationships, collecting and processing information, algorithm development, data management (classification), and construction of combinations. Achievements in mathematics: they were collected systematically using short- and medium-term mathematics tests, and the levels of achaievement were defined of grade 4 primary school students to assess individual learner performance, anticipate their learning strengths and weaknesses, and shape their subsequent learning process. Results: With regard to the relationships between cognitive functions and achievement level, Spearman’s correlation analysis revealed the relationships between the following cognitive functions: systematic exploration and spatial orientation (Spearman q = 0.276, p = 0.022), systematic exploration and designing an algorithm development (Spearman q = 0.351, p = 0.003), spatial orientation and data management (Spearman q = 0.274, p = 0.023), sequencing and combination construction (Spearman q = 0.275, p = 0.022), and sequencing and recognizing and understanding relationships (Spearman q = 0.243, p = 0.044). Conclusions: (1) The internal validity of the diagnostic test of cognitive abilities was supported by significant correlations between cognitive functions and mathematics achievement. This suggests that this methodology of the diagnostic cognitive ability test can be used to assess the cognitive abilities of primary school students. (2) The diagnostic test of cognitive abilities showed that the majority of primary school students reached higher levels of achievement in a systematic inquiry (systematic, non-impulsive, planned behavior when collecting data or checking information). A difference was observed in the ability of students to navigate in space and follow directions for primary school students at a satisfactory or higher level. Primary school students’ performance in identifying the rule for the sequencing of elements, finding missing elements, and extending the sequences was at the basic and advanced levels. (3) The results of the study showed the reciprocal correlation between achievements in mathematics and cognitive function of primary school students. The two phases that caused difficulties for students were revealed: understanding the problem and carrying out the plan phase.

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

“…The results of interviews with teachers and students also indicated that the teacher's competence (knowledge) which was transferred to students never exceeded the competence possessed by the teacher. This shows that teacher competence is actualized in learning mathematics in the classroom, where the teacher is a learning model for students, so their success is reflected in students' mathematics learning outcomes (Kliziene et al, 2022).…”

School Physical Education Program Impact on Psychological Well-Being and Cognitive Ability of Primary School Children

“…The assessment criteria in the test are specific and individualized, making it an objective tool for determining learners' strengths and weaknesses to plan appropriate teaching and learning methods. Kliziene et al (2022) opine that the primary objective of the test is to measure changes in learners' knowledge, understanding, application of knowledge, and higher-order thinking skills. The test comprises tasks that reflect nine cognitive functions.…”

“…Учасниками дослідження, відібраними з трьох шкіл, стали 100 дівчат і 102 хлопчики віком 9-10 років. Згідно з даними дослідження Kliziene et al (2022), діагностичний тест КЗ для математики в 4 класі ґрунтується на теорії динамічної оцінки когнітивної модальності Фойєрштайна та Левін-Бенхам, а також Загальній програмі початкової освіти, затвердженій міністром освіти та науки Литви (ISAK-2433(ISAK- , 2008. Цей тест, призначений для учнів 4-го класу, охоплює математику.…”

“…The study participants selected from three schools were 100 girls and 102 boys aged 9-10 years. According to Kliziene et al (2022), the CA diagnostic test for mathematics in Grade 4 is grounded in Feuerstein and Lewin-Benham's (2012) dynamic cognitive modality assessment theory, as well as the General Curriculum for Primary Education approved by the Minister of Education and Science of Lithuania (ISAK-2433(ISAK- , 2008. This test designed for learners in Grade 4 encompasses mathematics.…”

Exploration of Students’ Mathematics Learning Experiences and Engagement Outside the Classroom

“…The problem faced by students while learning mathematics is that they did not own the capability to make a connection between what they have learned and how the knowledge will be used in the future (Li & Schoenfeld, 2019). This assumption arises because the practice of mathematics learning in the classroom has several weaknesses, including (a) the mathematics learning focuses only on procedural knowledge so that it distracts the comprehensive understanding of mathematical concepts (Kusumadewi & Kusmaryono, 2022); (b) mathematics learning is limited by rigid completion procedures, causing students to be incapable to critically create their own ideas and construct their own knowledge (Otte, et al, 2019); (c) mostly the learning follows teacher-centered model, restricts students' independence to have active engagement in emotion, cognitive and behaviors, and also inhibits critical and creative thinking attitudes (Dyment, et al, 2018); (d) presenting examples of mathematical problems that are not in the context of life so that it is difficult for students to understand (Dyment, et al, 2018;Otte, et al, 2019); (e) the learning is not fun, boring, high pressured and stressed for students (Prasetya, et al, 2020); and (6) learning only has a short-term impact, where students are proficient in memory skills but weak in understanding mathematical concepts (Kliziene, et al, 2022).…”