Transfer effects of abacus training on cognition

Lu, Yujie; Li, Mengyi; Cui, Zhijun; Wang, Li; Hu, Yuwei; Zhou, Xinlin

doi:10.1007/s12144-021-01968-1

Cited by 11 publications

(3 citation statements)

References 63 publications

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“…However, the coefficient for number sense predicting subtraction was .09, which is in an expected direction but did not reach significance level-probably an issue of power. These findings provide yet another evidence that number sense needs to be routinely assessed in schools in order to predict future maths problems ( Jordan et al, 2007;Starr et al, 2013;Wilson et al, 2009) and might be targeted by educational interventions in order to improve maths performance in school, for example, with abacus training (Cheng et al, 2021;Cui et al, 2022;Lu et al, 2021). As our data are somewhat at odds with some recent evidence on the null effects of non-symbolic number sense on arithmetic-probably an effect of differences in measures (e.g.…”

Section: Discussioncontrasting

confidence: 77%

Number sense‐arithmetic link in Grade 1 and Grade 2: A case of fluency

Ma,

Likhanov,

Zhou

2024

Brit J of Edu Psychol

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BackgroundRecent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks—‘Fluency hypothesis’.AimsThe current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants' individual maths fluency levels.SampleFour hundred and thirty‐seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later).MethodsNumber sense, arithmetic (addition and subtraction), spatial ability, visuo‐spatial working memory, perception, reaction time, character reading and general intelligence were measured.ResultsOur data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23–.28), but still persisted in children with no previous maths training. Further, math's performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2.ConclusionOur data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense‐arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.

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Section: Discussioncontrasting

confidence: 77%

Number sense‐arithmetic link in Grade 1 and Grade 2: A case of fluency

Ma,

Likhanov,

Zhou

2024

Brit J of Edu Psychol

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“…Pada Gambar 1 tersebut diketahui bahwa research berkaitan dengan abacus training, baru ditemukan 10 (sepuluh) dokumen yang relevan Zhang et al, 2023;Yujie et al, 2023;Mou et al, 2022;Nisha et al, 2021;Roy et al, 2020;Huang et al, 2015;Du et al, 2014;Li et al, 2013;Irwing et al, 2008;Hatta & Ikeda, 1988). Di Indonesia belum ditemukan research berkaitan dengan pelatihan keterampilan penggunaan abacus.…”

Section: Pendahuluanunclassified

Analisis Kebutuhan Pelatihan Keterampilan Abacus Aritmatika Bagi Guru Madrasah

Elice,

Pahrudin,

Syafril

et al. 2023

isema

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This research aims to analyze the training needs for arithmetic abacus skills, particularly among teachers at Madrasah Ibtidaiyah Bandar Lampung. The focus is on minimizing errors and failures in achieving expected goals, as well as addressing training outcomes that do not align with the participants' objectives and needs. Through the analysis of training needs for arithmetic abacus skills, the research seeks to identify effective and efficient strategies, methods, materials, and techniques for conducting training that meets the specific needs of teachers at Madrasah Ibtidaiyah Bandar Lampung. The study adopts a qualitative approach with a case study method, selecting research subjects purposively. Data collection involves interviews, observations, and documentation, with the results analyzed descriptively qualitatively. The findings of this research emphasize the crucial importance of analyzing the training needs for arithmetic abacus skills in implementing training programs. Prior to conducting training for arithmetic abacus skills, it is essential to gain a comprehensive understanding of participants' initial skills, the methods typically used in their previous training experiences, participants' interests and responses to the upcoming training, as well as any challenges they face in arithmetic abacus skills. This ensures that the training outcomes align with the goals of the training program and meet the specific needs of Madrasah teachers, particularly at Madrasah Ibtidaiyah Bandar Lampung

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“…No wonder it has been in continuous use for more than 4,000 years ( Ifrah, 2001 ). Interestingly, learning to perform mental calculations with an imaginary, rather than a real, abacus has been associated with functional and structural changes in visuospatial and frontoparietal areas of the brain, with related improvements in working and short-term memory, numerical magnitude processing, and calculation performance (review: Wang, 2020 ; recent papers: Lu et al, 2021 ; Zhang et al, 2021 ) as well as with a reduction in dyscalculia ( Lu et al, 2020 ). Several studies found a greater practice effect of abacus-based mental calculation than of additional course work in symbolic mathematics ( Wang, 2020 ).…”

Section: Beneficiaries: Hypercalculics Versus Dyscalculicsmentioning

confidence: 99%

Iconic Mathematics: Math Designed to Suit the Mind

Krämer

2022

Front. Psychol.

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Mathematics is a struggle for many. To make it more accessible, behavioral and educational scientists are redesigning how it is taught. To a similar end, a few rogue mathematicians and computer scientists are doing something more radical: they are redesigning mathematics itself, improving its ergonomic features. Charles Peirce, an important contributor to ordinary symbolic logic, also introduced a rigorous but non-symbolic, graphical alternative to it that is easier to picture. In the spirit of this iconic logic, George Spencer-Brown founded iconic mathematics. Performing iconic arithmetic, algebra, and even trigonometry, resembles doing calculations on an abacus, which is still popular in education today, has aided humanity for millennia, helps even when it is merely imagined, and ameliorates severe disability in basic computation. Interestingly, whereas some intellectually disabled individuals excel in very complex numerical tasks, others of normal intelligence fail even in very simple ones. A comparison of their wider psychological profiles suggests that iconic mathematics ought to suit the very people traditional mathematics leaves behind.

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Transfer effects of abacus training on cognition

Cited by 11 publications

References 63 publications

Number sense‐arithmetic link in Grade 1 and Grade 2: A case of fluency

Number sense‐arithmetic link in Grade 1 and Grade 2: A case of fluency

Analisis Kebutuhan Pelatihan Keterampilan Abacus Aritmatika Bagi Guru Madrasah

Iconic Mathematics: Math Designed to Suit the Mind

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