The Benefits of an Interdisciplinary Approach to Mathematics Education on Issues Around Computation in School.

Abstract

We present arguments in favor of an interdisciplinary approach in mathematics education. As an instance, we briefly recall how cognitive neuropsychologists promoted intense finger gnosis acquisition, i.e., acquiring the ability to mentally represent one’s fingers, at an early age. Mathematics educators definitely recommended the development of finger gnosis but examined its limits. They also presented arguments in favor of developing flexible mental calculation as a goal of arithmetical instruction in elementary school. In this context we describe the training of “Zahlenblick” as a way to foster flexible mental calculation and connect it with concepts from the theory of metacognition. We illustrate how precisely this branch of metacognition demands further interdisciplinary research. In our analysis, “Zahlenblick” extends to acquiring an eye for proportions, beyond just whole numbers. We illustrate how useful it would be to better understand the neural underpinnings responsible for the advantages of so-called natural frequencies, compared with percentages or probabilities, and of icon arrays for representing them. Such natural frequencies are adequate formats for the early confrontation with decision-making under risk.