Year-end Sale % OFF 
Abstract
In recent years, more and more researchers have been investigating mathematical knowledge, as well as the cognitive skills that seem to be related to the improvement of mathematical thinking, numerical skills, mathematical logic and problem solving techniques. In this paper, we present the cognitive processes that are related to mathematical performance, such as working memory, anxiety, attention, spatial cognition, executive function and phonological awareness. In addition, we refer to metacognitive skills and their role in controlling and regulating cognitive processes, in order to improve mathematical performance. Finally, we present a new taxonomy of mathematical skills, the pyramid of mathematical cognition, as well as their gradual development through the appropriate cognitive and metacognitive mechanisms.
Highlights
Solving strategies for most mathematical problems begin with setting a goal, or sub-goals if necessary, and require transformation of a given state into an equation, in order to calculate the unknown value
Based on the findings arising from the investigation of the objectives above, we propose a new taxonomy of mathematical skills, forming the Pyramid of Mathematical Cognition, a cumulative hierarchical framework [16] of eight layers, indicating at the same time the cognitive procedures, as well as the metacognitive skills required for the individual to ‘ascend’ to the layer of the pyramid
Spatial training on young elementary students seems to have positive effect on mathematical skills, as spatial cognition is correlated with mental number line sense, as well as with the general ability to visualize
Summary
Solving strategies for most mathematical problems begin with setting a goal, or sub-goals if necessary, and require transformation of a given state into an equation, in order to calculate the unknown value. This paper presents the construction of a cognitive-based new theory for Mathematical Knowledge, a layered reference model [13] in an attempt to analyze the structure, the functional mechanisms, the cognitive processes as well as the metacognitive skills of mathematical knowledge. This theory can be used as a useful tool for educators, regarding the structure of mathematical knowledge and how it is acquired
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
