Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction

Autor/inn/en	Barner, David; Alvarez, George; Sullivan, Jessica; Brooks, Neon; Srinivasan, Mahesh; Frank, Michael C.
Titel	Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction
Quelle	In: Child Development, 87 (2016) 4, S.1146-1158 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12515
Schlagwörter	Mathematics Education; Randomized Controlled Trials; Spatial Ability; Mental Computation; Number Concepts; Manipulative Materials; Teaching Methods; Mathematics Curriculum; Arithmetic; Elementary School Students; Elementary School Mathematics; Mathematics Achievement; Short Term Memory; Mathematics Tests; Expertise; Cognitive Ability; Mathematics Instruction; Foreign Countries; India + Suchen Sie Ihr Suchwort? Mathematische Bildung; Räumliches Vorstellungsvermögen; Kopfrechnen; Number concept; Zahlbegriff; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Expert appraisal; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Ausland; Indien
Abstract	Mental abacus (MA) is a technique of performing fast, accurate arithmetic using a mental image of an abacus; experts exhibit astonishing calculation abilities. Over 3 years, 204 elementary school students (age range at outset: 5-7 years old) participated in a randomized, controlled trial to test whether MA expertise (a) can be acquired in standard classroom settings, (b) improves students' mathematical abilities (beyond standard math curricula), and (c) is related to changes in basic cognitive capacities like working memory. MA students outperformed controls on arithmetic tasks, suggesting that MA expertise can be achieved by children in standard classrooms. MA training did not alter basic cognitive abilities; instead, differences in spatial working memory at the beginning of the study mediated MA learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01