Logical-mathematical Abilities Research Articles

Music’s Influence on Children’s Cognitive Development

The purpose of this paper is to explore how music affects cognitive abilities by reviewing some experiments and tests that the investigator has done in the past. Executive functions are the abilities of a person to have new behavior patterns and ways of thinking, which are very important in children. Music can affect executive function. Also, IQ can be affected as well. Logical-mathematical ability can be affected by music. Also, another reason for writing this paper is to let society and the education sector realize that music lessons are important subjects, because in some Chinese schools, for some senior students, teachers take away the optional courses and change them into compulsory subjects. Future research should expand the age range so that the results might be more accurate. Also, use a general term for the tests used because sometimes there are too many of them, so using a general term would be better.

Gender asymmetry in verbal, visual and logical-mathematical abilities

The aim of the study is to assess verbal, visual and logical-mathematical abilities based on socio-psychological methods at the gender level, to study ways of regulating cognitive capabilities in the education system within the framework of gender equality and to analyze them from a socio-psychological point of view.
 The research methodology is based on psychological, pedagogical, sociological and cultural concepts, gender theories and theories of feminism, biodeterministics approaches and approaches to gender differentiation.
 The scientific novelty of the research is the socio-psychological assessment of verbal, visual and logical-mathematical abilities in the educational process at the level of gender asymmetry, identifying their causes and results.
 Output. Gender differences appear in the physical, psychological, behavioral and cognitive areas. There are differences in the verbal, visual, logical and mathematical abilities of the sexes in education. As a result of a comparative analysis of both approaches, we came to the conclusion that the differences in the verbal, visual, logical-mathematical abilities of the sexes observed in education have a kind of influence of both ontogenetic and gender roles. These influences usually act syncretically rather than autonomously. Therefore, researchers argue about their origin. However, recent research suggests that the perceived underdevelopment of girls' logical and mathematical abilities is in fact related to gender. That is, traditional pedagogy and family environment play an important role in the emergence of such stereotypes.

Students’ logical mathematical intelligence in completing mathematical problems with natural disaster context

Disaster awareness in the community is necessary to be improved continuously, especially for regions in Indonesia that are prone to natural disasters. One way to do is to integrate disaster problems in mathematics learning. Teachers need to train students to solve mathematical problems in the context of disaster. Through this problem, it is expected that students’ logical mathematical intelligence will increase. This research is a preliminary study to determine the logical mathematical intelligence of students in solving mathematical problems in the context of disaster. The participants in this study were all 23 junior high school students in class VII at SMPN 1 Peukan Bada, Aceh Besar. These students were domiciled in the 2004 tsunami-affected areas registered and members of the Disaster Preparedness Schools (SSB). The data in this study were collected through tests and interviews which were analyzed descriptively. Based on the indicators of logical mathematical intelligence, it was concluded that students’ logical mathematical abilities in solving mathematical problems in the context of disaster were in the low category, even though students in these schools already had knowledge of disaster through disaster simulation activities. Thus the mathematical learning design is needed to improve students’ logical mathematical intelligence in solving mathematical problems in the context of disaster.

Students’ logical-mathematical intelligence through the problem-solving approach

Logical-mathematical intelligence is one of the most dominant components of multiple intelligences in mathematics learning because it can be built in all topics in mathematics. Logical-mathematical intelligence is the ability of students in terms of numbers and logic, which involves the skills to process words and numbers, to use logic and analyze problems logically, to find formulas and to do investigations scientifically. The purpose of this study is to describe the logical-mathematical abilities of high school students. A total of 25 seventh-grade students in a junior high school in Banda Aceh participated in this study, but only three of them, with high, medium, and low criteria of logical-mathematical intelligence based on the test results, were selected to observe and analyze their logical-mathematical abilities. Data were conducted from a test and interview. The instrument used in this study was a student test sheet. The results showed that only a small number of students (three out of 25) had logical-mathematical intelligence in the indicators of numeracy and problem-solving. Then, it can be concluded that the students’ logical-mathematical intelligence is still low and needs to be further investigated.

PENGGUNAAN MEDIA BALOK KUBUS UNTUK MENINGKATKAN KEMAMPUAN MATEMATIK LOGIS ANAK USIA DINI DI TK NASYWA BANDUNG

This research originated from the problem of low logical mathematical abilities of children and Bandung. This is what underlies the formulation of the problem (1) What is the objective condition of the logical mathematical abilities of early childhood in group A TK Nasywa Bandung? (2) How does the implementation of early childhood logical mathematical ability learning through cubical blocks in group A TK Nasywa Bandung? (3) How to improve the logical mathematical abilities of early childhood after using cuboid beam media in group A Nasywa Bandung Kindergarten? The research objective was to obtain an overview of the use of cubic beam media to improve the logical mathematical abilities of early childhood in group A Nasywa Kindergarten Bandung. The method used in this research is classroom action research (CAR), which is carried out in three cycles using 12 research subjects. This study uses data collection techniques, observation and documentation. Preliminary observations of logical mathematical abilities with an assessment of Not Developing amounted to 73%, Started to Grow by 26% and Developed Very Good by 1%. However, after using cubical beam media, children's logical mathematical abilities show optimal abilities. Percentage of logical mathematical ability of children of assessment has not developed by 0%, started to develop by 25% and develops very well by 75%. Based on these data, recommendations given to child educators can be an alternative medium to improve the logical mathematical abilities of early childhood.

Stereotype threat: the effect of expectancy on performance

AbstractThe goal of this study was to investigate to role of expectancy as a potential mediator of performance deficits under stereotype threat. In Experiment 1, female students were assigned to one of three experimental conditions in which they were told that women perform worse (Negative information), equally (Control) or better (Positive information) than men in logical–mathematical tests. Later, they were given a difficult math test and asked to estimate their performance prior to taking the test. Consistent with predictions, participants who considered logical–mathematical abilities important and received negative information regarding the ingroup showed lower levels of expectations and a sharp decrease in performance compared to women in the positive and control conditions. Moreover, expectancy was found to partially mediate the effect of stereotype threat on performance. In Experiment 2, we tested the generalizability of these results to non‐stigmatized groups. A group of Black Americans living in Italy were provided with favorable or unfavorable information about either their minority (Blacks) or their majority (Americans) ingroup. Consistent with predictions, participants both in the minority and in the majority condition had lower expectations and under‐performed after negative information about the ingroup. However, the level of expectancy was found to mediate the decrease in performance for participants in the Black but not in the American condition. In the discussion of these results it is suggested that, although comparable performance deficits are found for minority and majority members, the underlying processes may be different. Copyright © 2002 John Wiley & Sons, Ltd.