|
ADDRESSING DIFFICULTIES IN TEACHING MATHEMATICS TO STUDENTS WITH MATHEMATICAL LEARNING DISABILITIES
DOI: 10.23951/2782-2575-2022-1-75-83
The essence and reason for the inability to master mathematics are described as a lack of working memory. This paper describes two main approaches to solving the problem of teaching mathematics to students with learning difficulties in mathematics (MLD): (1) training working memory and (2) reducing the load on working memory in the instructional process. It was found that the results of the first approach are ambiguous: Training working memory leads to its improvement, which is confirmed by the test results but may not lead to improvement of the mathematical learning process associated with the student’s working memory. This justifies the primacy of the second approach. Both previously known methods for reducing the load on working memory in mathematics instruction are presented. A computer-based mathematics learning system developed by the author aims at automating basic computational skills (arithmetics, trigonometry, geometry). It is explained how to work with the developed computer-assisted learning system, which is based on the method of interval repetitions, and empirical data on the results of the system implementation are given.
Ключевые слова: mathematical skills, mathematics education, working memory, computer-assisted mathematics learning, interval repetitions, learning anxiety in mathematics
Библиография:
1. Krutetskiy V.A. Psikhologiya matematicheskikh sposobnostey shkol’nikov [Psychology of mathematical abilities of schoolchildren]. Ed. N.I. Chuprikova. Moscow, Institute of Practical Psychology Publ.; Voronezh, MODEK Publ., 1998. 416 p. (in Russian).
2. Baddeley A. Working memory: Looking back and looking forward. Nature Reviews, 2003, vol. 4, pp. 829–839. DOI: 10.1038/nrn1201
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. Alloway T.P. How does working memory work in the classroom? Educational Research and Reviews, 2006, no. 1 (4), pp. 134–139.
5. Berg D.H. Working memory and arithmetic calculation in children: The contributory roles of processing speed, shortterm memory, and reading. Journal of Experimental Child Psychology, 2008, vol. 99 (4), pp. 288–308. DOI: 10.1016/j.jecp.2007.12.002
6. Andersson U. The contribution of working memory to children’s mathematical word problem solving. Applied Cognitive Psychology, 2007, vol. 21, pp. 1201–1216. DOI: 10.1002/acp.1317
7. Milton J. Dehn. Working Memory and Academic Learning: Assessment and Intervention. Wiley & Sons, 2008. 386 p.
8. 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
9. Dunning D.L., Holmes J., Gathercole S.E. Does working memory training lead to generalized improvements in children with low working memory? A randomized controlled trial. Developmental Science, 2013, vol. 16 (6), pp. 915–925. DOI: 10.1111/desc.12068
10. Sánchez-Pérez N., Castillo A., López-López J.A., Pina V., Puga J.L., Campoy G., González-Salinas C., Fuentes L.J. Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results. Frontiers in Psychology, 2018, Jan 9, vol. 8, no. 2327. Doi: 10.3389/fpsyg.2017.02327.
11. Gathercole S.E., Alloway T.P. Working Memory and Learning: A Practical Guide for Teachers. SAGE Publications, 2008. 128 p.
12. WatsonA.C. Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher (A Teacher’s Guide to the Learning Brain). Rowman & Littlefield, 2017. 174 p.
13. Sousa D.A. How the Brain Learns Mathematics. Corwin Press, 2014. 256 p.
( 932.19 kB ) 
( 901.04 kB )
Выпуск: 1, 2022
Серия выпуска: Issue 1
Рубрика:
Страницы: 75 — 83
Скачиваний: 1581