Arithmetic Ability Research Articles

Numerical Cognition after Brain Injury: Is There a Relationship between Subitizing and Arithmetical Abilities?

Subitizing is the ability to enumerate small quantities efficiently and automatically. Counting is a strategy adopted for larger numerosities resulting in a near linear increase in response time with each increase in quantity. Some developmental studies suggest that being able to subitize efficiently may be a predictor of later arithmetical ability. Being able to enumerate small quantities efficiently may be necessary for at least some aspects of arithmetical skill and understanding to develop. According to this view, arithmetic ability ultimately depends upon subitizing. If this were the case, when acquired brain injury results in impaired performance on subitizing tasks, mathematical performance may also be impaired. The following study tested eleven healthy control participants and nine chronic patients with acquired brain injury on tasks focused on visual enumeration, addition and multiplication to explore a potential relationship between subitizing ability and calculation performance. No overall correlations were found between subitizing and addition or multiplication speed. However, a very clear subitizing impairment was found in two patients who then demonstrated very different levels of preserved addition skills. The dissociations found and the large inter-individual variability supports a more componential view of arithmetical ability.

Infusing Islamic financial literacy in mathematics education for Islamic school

Knowledge of financial literacy, including Islamic financial literacy which has been widely used in various financial products, intersects with several domain areas in mathematical concepts, especially in basic arithmetic which requires students to perform basic calculations before making the right financial decisions. This research aims to develop an instructional design of social arithmetic learning using Math-based Islamic Financial Literacy (MIFL) framework for Islamic schools. We develop a Hypothetical Learning Trajectory (HLT) for fostering students' numeracy and Islamic Financial Literacy (IFL) skills by using MIFL framework that involves various Islamic financial problems as context in mathematics tasks. We chose design research as the method for accomplishing our objective. However, we will discuss about task design and a portion of one of the three major phases of design research, namely pilot experiments. We involved three experts to provide suggestions to improve the tasks and six students from an Islamic junior high school participated in this study. We designed three stages of learning activities. Identifying of math-based Islamic financial information, analyzing math-based Islamic financial context, and applying math-based Islamic financial knowledge and understanding for completing the tasks are the three activities. Results indicate that HLT can indeed assist students in acquiring fundamental arithmetic abilities and advance their IFL. To improve the learning trajectory, we added several sub-sections of activities that bridged the understanding of mathematics and IFL.

Penggunaan kantong nilai untuk meningkatkan kemampuan berhitung penjumlahan dan pengurangan pada peserta didik kelas I sekolah dasar

The purpose of this study was to improve the addition and subtraction arithmetic ability of the class IB students of SD Negeri Karanganyar 2 in the 2020/2021 school year. The form of this research is Classroom Action Research with 2 cycles consisting of 1 learning per cycle. The learning steps include planning, implementing actions, observing, and reflecting. The research subjects were IB class students consisting of 17 students, 5 male students and 12 female students. Data collection techniques used were observation, interviews, tests, and documents. The results of the research analysis in the first cycle showed that the average score of students who were above the KKM reached 72 with 59% classical completeness or as many as 10 students. Cycle II increased to 81 the average score with classical completeness 88% or as many as 15 students. The conclusion of this study is that the use of value bags can increase the ability to count addition and subtraction in class IB semester 1 students of SD Negeri Karanganyar 2 in the 2020/2021 academic year.

Different impacts of long-term abacus training on symbolic and non-symbolic numerical magnitude processing in children

Abacus-based mental calculation (AMC) has been shown to be effective in promoting math ability in children. Given that AMC relies on a visuospatial strategy to perform rapid and precise arithmetic, previous studies mostly focused on the promotion of AMC training on arithmetic ability and mathematical visual-spatial ability, as well as its transfer of advanced cognitive ability. However, little attention has been given to its impact on basic numerical comparison ability. Here, we aim to examine whether and how long-term AMC training impacts symbolic and non-symbolic numerical comparisons. The distance effect (DE) was utilized as a marker, indicating that the comparison between two numbers becomes faster as their numerical distance enlarges. In the current study, forty-one children matched for age and sex were recruited at primary school entry and randomly assigned to the AMC group and the control group. After three years of training, the event-related potential (ERP) recording technique was used to explore the temporal dynamics of number comparison, of which tasks were given in symbolic (Arabic number) or non-symbolic (dot array) format. In the symbolic task, the children in the AMC group showed a smaller DE than those in the control group. Two ERP components, N1 and P2p, located in parietal areas (PO7, PO8) were selected as neural markers of numerical processing. Both groups showed DE in the P2p component in both tasks, but only the children in the AMC group showed DE in the N1 component in the non-symbolic task. In addition, the DE size calculated from reaction times and ERP amplitudes was correlated with higher cognitive capacities, such as coding ability. Taken together, the present results provide evidence that long-term AMC training may be beneficial for numerical processing in children, which may be associated with neurocognitive indices of parietal brain regions.

The role of working memory updating and capacity in children's mathematical abilities: A developmental cascade model.

Previous studies indicated that working memory (WM) updating and WM capacity play essential roles in mathematical ability. However, it is unclear whether WM capacity mediates the effect of WM updating on mathematics, and whether the cascading effects vary with different mathematical domains. The current study aims to explore the longitudinal mediating role of WM capacity between WM updating and mathematical performance, and how the relations change with the age and domains. A total of 131 Chinese first-graders participated the study. Participants were required to complete tasks on WM updating and WM capacity in Grade 1 and Grade 2, as well as paper-and-pencil tests on mathematics achievement in Grade 3. The role of WM updating and capacity in the development of pupil's mathematical achievement was examined. Results revealed that verbal WM updating in Grade 1 predicted basic arithmetic and logical-visuospatial ability in Grade 3 via its cascading effect on verbal WM capacity in Grade 2. Moreover, visuospatial WM updating in Grade 1 predicted visuospatial WM capacity in Grade 2. Visuospatial WM capacity in Grade 1 predicted logical-visuospatial ability in Grade 3 instead of basic arithmetic ability in Grade 3. The findings suggested that WM updating exerts effect on pupil's mathematical performance via WM capacity, meanwhile, this effect depends on children's mathematics domain.

The Enhancement of The Ability to Calculating Multiplication in Elementary Schools Using Cogglak Media to Catch Up Post Covid-19

This study aims to improve the arithmetic ability of third grade elementary school in Mathematics, especially multiplication counting operations 1-10 of up to 100 using congklak media. This research was conducted using classroom action research through 2 cycles. The results of this study proved that congklak media can improve student learning outcomes. This can be proven in cycle 1 there is 8 students complete multiplication 1-10 in the story questions and stacked multiplication, and there is 10 students not completed, with classical completeness obtained by class III students in the cycle I this amounted to 44,45%. In this 2nd cycle, there is 16 students complete multiplication 1-10 in the story questions and stacked multiplication, and there is 2 students not completed, with classical completeness obtained by class III students in the cycle I this amounted to 88,89%. So that student learning outcomes from cycle I and cycle II have increased with completed students 70% with a excellent category. With the results obtained from this study, expected use of congklak media can be applied and increased in schools to make it easier for students to understand and perform multiplication counting operations using concrete and fun objects.

Training on number comparison, but not number line estimation, improves preschoolers’ symbolic approximate arithmetic

Although the performance of number comparison and number line estimation are correlated with symbolic approximate arithmetic ability, it is unclear whether they contribute differently to it. We conducted a training study with 96 preschoolers using pre- and post-tests measuring number comparison, number line estimation, and symbolic approximate arithmetic tasks. Participants were randomly divided into three groups (number comparison training, number line training, and control). The children in the training groups were trained using board games. The results showed that the number comparison training group showed a greater improvement in symbolic approximate arithmetic than did the other two groups. Further, improvement in number comparison was only found in the number comparison training group, whereas improvement in number line estimation was found in both training groups. These results indicate that symbolic approximate arithmetic relies on number comparison processing more than on number line estimation processing in preschoolers. Moreover, the cognitive mechanisms that number comparison and number line estimation abilities depend on are not exactly the same.

Comparative Assessment of Effect on Psychomotor Performance Efficacy and Adherence of Levosulpiride and Olanzapine in Patients with Schizophrenia: A Parallel, Open-label, Prospective Observational Study

Abstract Context: Schizophrenia is mostly treated with atypical antipsycotics, which may be required for lifetime. Olanzapine is commonly used in this condition, whereas levosulpiride is approved in India for the same. Knowing the effect of these drugs on psychomotor function helps in choosing a suitable drug to a particular patient based on his daily activities. Aims: The aim is to compare the effect of levosulpiride and olanzapine on psychomotor performance, efficacy, and adherence in patients with schizophrenia. Settings and Design: This was open-label, parallel arm, prospective observational study carried out in a tertiary care hospital of central India from December 2019 to December 2021. Subjects and Methods: Thirty-six patients visiting psychiatry OPD, diagnosed by treating psychiatrist as schizophrenia were assessed by CFFT, hand steadiness test (HST), arithmetic ability test, and reaction time (RT) for psychomotor function, and symptoms were scored on positive and negative syndrome scale (PANSS) and brief negative symptom scale (BNSS) rating scales at the first visit, end of 4 and 8 weeks. Adherence was assessed by the Medication adherence rating scale at 8 weeks. Results: Statistically significant increase in RT was seen in both levosulpiride (P = 0.04) and olanzapine (P = 0.0065) groups, whereas only the olanzapine group had a significant change in CFFT (P = 0.04) and HST (P = 0.01) at 8 weeks. On head-to-head comparison, a statistically significant worsening in HST score (P = 0.01) was seen in olanzapine group. Both the groups had significant decreases in all PANSS (P < 0.001) and BNSS (P < 0.001) scores. When change in PANSS and BNSS scores were compared with each other, the levosulpiride group had a significantly more decrease in scores on PANSS negative scale (P = 0.03). Patients in both groups were adherent to treatment. Conclusions: Our study concluded that levosulpiride is better than olanzapine on its fine motor control. Both the drugs increase RT while only olanzapine worsened fine motor control and CFF. Both the drugs were effective for schizophrenia with 8 weeks treatment, while levosulpiride is superior to olanzapine in improving negative symptoms of schizophrenia.

PENGEMBANGAN KONSEP PENJUMLAHAN DAN PENGURANGAN MELALUI METODE JARIMATIKA PADA ANAK USIA DINI

The purpose of this study was to determine the development of children's ability to recognize the concept of addition and subtraction using the Jarimatika method. Due to the inaccurate way of learning addition and subtraction, many children do not know the concept of addition and subtraction from 1 to 10. Fingering is a method of counting using fingers that can develop children's arithmetic abilities. In the math activities it is fun to introduce mathematics to children on the path of arithmetic, through from start to finish the game, let the children enjoy the fun of mathematics in math learning activities, no more problems in learning math activities. Methods to improve children's ability to learn to count and subtract and add operations using their hands. In this introduction to jarimatic, children can find out that mathematics is fun, especially in the way of counting. This research uses research methods of data collection techniques and literature studies or literature studies.

Arithmetic Assessment forGrade 2 Students with Disabilities di SLB Negeri Binjai North Sumatra

In the process of teaching and learning in schools, it is inseparable from the subject of Mathematics which is a compulsory subject for all students who must be studied. One of the branches of mathematics is arithmetic which deals with real numbers and the ability to count. For children with mental disabilities who experience obstacles in intellectual abilities will have difficulty in understanding mathematics subjects. To find out the abilities and needs of children with mental disabilities, it is necessary to conduct an arithmetic diagnostic assessment. Assessment is developed starting from the Core Competencies (KI) and Basic Competencies (KD) of the student's class to the pre-requisite arithmetic abilities of classification, series, correspondence and conservation. From the results of the assessment carried out both classically and individually, it can be seen that 4 students are in the Frustration level category in grades 2 and 1 as well as in arithmetic pre-requisite ability. From these results, there were 2 groups of abilities from the 4 students. So that mathematics learning in the class must be adjusted to the results of the assessment carried out by creating an individual learning program. By conducting an assessment, children with mental disabilities will get the right learning according to their abilities and needs so that children with mental disabilities can develop optimally, especially in the field of mathematics. This assessment can also be tested on children with special needs with other obstacles by developing instruments, especially at their level.

Intelligence predicts better cognitive performance after normal sleep but larger vulnerability to sleep deprivation.

Fluid intelligence is seen as a beneficial attribute, protecting against stress and ill-health. Whether intelligence provides resilience to the cognitive effects of insufficient sleep was tested in the current pre-registered experimental study. Participants (N=182) completed the Raven's test (measuring fluid intelligence) and a normal night of sleep or a night of total sleep deprivation. Sleepiness and four cognitive tests were completed at 22:30 hours (baseline), and the following day after sleep manipulation. At baseline, higher fluid intelligence was associated with faster and more accurate arithmetic calculations, and better episodic memory, but not with spatial working memory, simple attention or sleepiness. Those with higher fluid intelligence were more, not less, impacted by sleep deprivation, evident for arithmetic ability, episodic memoryand spatial working memory. We need to establish a more nuanced picture of the benefits of intelligence, where intelligence is not related to cognitive advantages in all situations.

The Relationship between Working Memory and Arithmetic in Primary School Children: A Meta-Analysis.

Working memory (WM) plays a crucial role in the development of arithmetic ability. However, research findings related to which factors influence the relationship between WM and arithmetic skills are inconsistent. The present meta-analysis aimed to examine the links between WM and arithmetic in primary school children and investigate whether this is dependent on WM domains (i.e., verbal, visual, spatial), child age, arithmetic operation type, and arithmetic task type. A total of 11,224 participants with an age range of 6- to 12 years, from 55 independent samples were included in the meta-analysis. Analysis of 46 studies with 187 effect sizes revealed an overall significant and medium correlation between WM and arithmetic. Heterogeneity analyses indicated that verbal WM showed a stronger correlation with arithmetic than visuospatial WM, and that correlations between verbal WM and arithmetic declined with age, whereas correlations between spatial-sequential, and spatial-simultaneous WM and arithmetic remained stable throughout development. Addition and subtraction were more involved in verbal WM than multiplication and division. Moreover, mental and written arithmetic showed comparable correlations with WM in all domains. These findings suggest moderation effects of WM domains, age, and operation types in the WM-arithmetic relationship and highlight the significant role of verbal WM in arithmetic ability in primary school children.

Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic

This study examined the associations of phonological processing skills with reading and arithmetic ability in Chinese kindergartners (Mage = 5.56 years), third graders (Mage = 9.72 years), and fifth graders (Mage = 11.75 years) (N = 413) of Han descent. The results showed that phonological awareness and rapid automatized naming (RAN) showed stronger relations than phonological memory with reading and arithmetic across grades. Furthermore, the associations of phonological awareness and RAN with reading were much stronger in kindergartners than in primary school children, whereas their relationships with arithmetic remained stable across grades. Among phonological skills, phonological awareness has a unique influence on arithmetic that is independent of Chinese character reading in third-graders and kindergartners. In contrast, RAN uniquely explained the variation in arithmetic skills in fifth graders when reading was statistically controlled for. These findings have important implications for understanding the co-development of reading and arithmetic across grades and raise the possibility of training in phonological awareness and/or RAN to help children at risk for learning disabilities.

PENGEMBANGAN MEDIA BUKU FLANEL MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN BERHITUNG PERMULAAN DI KELAS I SDN KASOMALANG VIII

This study aims to find out how to develop the Mathematic Flannel Book media to improve arithmetic ability at the beginning of class I at SDN Kasomalang VIII, to determine the feasibility of the Mathematics Flannel Book media, to determine the improvement in initial counting and student responses to the use of Mathematics Flannel Book media in the process of learning activities. The subject in this research is the first grade of Kasomalang VIII elementary school, totaling 19 students. This type of research uses the R&D method which refers to development refers to the adaptation of Sugiyono’s development steps which consists of 9 steps. The instruments used are questionnaires for product validation by a team of experts (media, materials, and learning), pretest and posttest, and student response questionnaire sheets. Based on data analysis, the Mathematic Flannel Book media to improve early numeracy skills in grade I SDN Kasomalang VIII which was developed is included in the Eligible category with a percentage of 80.7% from 2 media experts, Very Eligible category with a percentage of 92.5 from 2 material experts, category Very Eligible with a percentage of 88.75% from 2 learning experts. The increase in initial numeracy for students after using the Mathematics Flannel Book media in learning activities in the first trial obtained an N-gain value of 0.41 and the second trial obtained an N-gain value of 0.62 on the Medium criteria. The response of students to the Mathematics Flannel Book media in the trial with 19 respondents was 93.2%, which was included in the Very Good category.

Right Fusiform Gray Matter Volume in Children with Long-Term Abacus Training Positively Correlates with Arithmetic Ability

Abacus-based mental calculation (AMC) training has a positive effect on number-related cognitive abilities. While visuospatial strategy may distinguish AMC from conventional calculation method, the underlying neural mechanism is still elusive. The current study aimed to address this question by examining the plasticity of fusiform induced by AMC training and whether this training affects the association between the volume of fusiform and behavioral performance in numerical cognitive tasks using voxel-based morphometry analysis. The results showed that gray matter volumes of bilateral fusiform were significantly smaller in the AMC group relative to the control group. In addition, the volume of right fusiform was positively correlated with digit memory span and negatively correlated with reaction time of an arithmetic operation task only within the AMC group. These results indicate that bilateral fusiform may be the essential neural substrate for AMC experts to recognize and reconstruct abacus-based representations for numbers. These results may advance our understanding of the neural mechanisms of AMC and shield some lights to potential interactions between brain development and cognitive training in children.

Primitive Model of Partitive Division: A Replication of the Fischbein et al. Study

Abstract We present a replication study of one of the most renowned seminal works in the field of mathematics education, i.e., the Fischbein et al. (1985) study on implicit models of multiplication and division in solving word problems. The original instrument was administered to a sample of 902 grade 7 students, proposing some methodological variations. The discussion focuses on four items involving partitive division of integer numbers, and results are compared to the original study: the main results of the original study are confirmed, but we contribute further with considerations on the statistical significance of differences observed in item difficulty. Finally, through our new methodological approach, we broaden the results of the original study by analysing students’ behaviour on the basis of their general arithmetical problem-solving ability. Students with medium-level ability are more influenced by the primitive model than those with lower ability.

Pengaruh Penggunaan Metode Jarimatika Terhadap Kemampuan Berhitung Perkalian Anak Usia Sekolah Dasar

The purpose of this study was to find out and describe how the effect of the application of the Jarimatika method on the multiplication ability of high-grade students. The research method used is descriptive quantitative with data collection techniques using data recording with permanent products. Data retrieval using data recording with permanent products, observation and documentation with the research sample consisting of one student aged 4th grade. Data analysis used visual analysis method which consisted of visual analysis of graphs, analysis under conditions and analysis between conditions. The results of this study indicate that the multiplication arithmetic ability of students during the four phases is affected by the use of the Jarimatika method. This can be seen from the results obtained in the Baseline 1 phase, students got the highest score = 40, the Intervention phase 1 = 80, the Baseline 2 phase = 80, and the Intervention phase 2 = 100. The ability of students to count multiplications in the baseline phase is sufficient. good, in the intervention phase very good.

Neurodevelopmental differences in task-evoked number network connectivity: Comparing symbolic and nonsymbolic number discrimination in children and adults

Numerical cognition can take place in multiple representational formats, such as Arabic digits (e.g., 1), verbal number words (e.g., “two”), and nonsymbolic (e.g., •••) numerical magnitude. Basic numerical discrimination abilities are key factors underlying the development of arithmetic abilities, acting as an important developmental precursor of adult-level numeracy. While prior research has begun to detail the neural correlates associated with basic numerical discrimination skills in different representational formats, the interactions between functional neural circuits are less understood. A growing body of evidence suggests that the functional networks recruited by number discrimination tasks differ between children and adults, which may provide valuable insights into the development of numerical cognition. To this end, we posed two questions: how do the interactions between functional circuits associated with number processing differ in children and adults? Are differences in functional network connectivity modulated by numerical representational codes? A theoretically motivated 22 ROI analysis indicated significant functional connectivity differences between children and adults across all three codes. Adults demonstrated sparser and more consistent connectivity patterns across codes, indicative of developmental domain-specialization for number processing. Although neural activity in children and adults is similar, the functional connectivity supporting number processing appears subject to substantial developmental maturation effects.

Assessing the role of depressive symptoms in the association between social engagement and cognitive functioning among older adults: analysis of cross-sectional data from the Longitudinal Aging Study in India (LASI)

ObjectiveThe present study aimed to examine the confounding effects of depressive symptoms and the role of gender in the association between social engagement and cognitive functioning among older Indian adults.DesignLarge-scale...

Which visual property correlates with the relationship between numerosity sense and arithmetic fluency

ABSTRACT Previous studies have demonstrated the association between visual perceptions (i.e., form, luminance, area, and colour perception) and numerosity processing; however, there is a lack of evidence on the different roles of visual perceptions that contribute to the close relationship between numerosity processing and arithmetic computation. Using a sample of 259 Chinese primary students, this study investigated the visual perception properties that underlie the relationship between numerosity processing and arithmetic ability. A series of cognitive tasks were used to assess their numerosity processing, arithmetic fluency, visual perception, and other general cognitive abilities as cognitive covariates. Visual perceptions were measured through figure matching, luminance matching, colour matching, and area matching tasks. The results showed that form, luminance, area, and colour perception significantly correlated with numerosity processing. Only form perception fully accounted for the close relationship between numerosity and arithmetic fluency. These results suggested that visual form perception was fundamental for numerosity processing and arithmetic fluency.