Understanding mathematics: Some key factors

Mathematics is well known as a subject area where there can be problems in terms of understanding as well as retaining positive attitudes. In a large study involving 813 school students (ages approximately 10-12) drawn from two different school systems in Pakistan, the effect of limited working memo...

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Main Authors: Asma Amanat Ali, Norman Reid*
Format: Article
Language:English
Published: RU Publications 2012-04-01
Series:European Journal of Educational Research
Subjects:
Online Access: http://eu-jer.com/http://www.eu-jer.com/EU-JER_1_3_283_Ali_Etal.pdf
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spelling doaj-742ea4ef5a59420881def80fb8b16de12020-11-25T00:51:43ZengRU PublicationsEuropean Journal of Educational Research 2165-87142165-87142012-04-011328329910.12973/eu-jer.1.3.28311967Understanding mathematics: Some key factorsAsma Amanat Ali0Norman Reid*1 University of Glasgow University of Glasgow Mathematics is well known as a subject area where there can be problems in terms of understanding as well as retaining positive attitudes. In a large study involving 813 school students (ages approximately 10-12) drawn from two different school systems in Pakistan, the effect of limited working memory capacity on performance in mathematics was explored along with a survey of areas of difficulty and student attitudes. This involved looking at student perceptions of their experiences, the nature of the difficulties they have with mathematics and possible reasons for these difficulties. The overall aim is to explore the extent of the effect of working memory and to gain insights so that practical ways forward to enhance mathematics education can be identified. It was found that limited working memory capacity has a very strong influence on performance, confirming other studies. Indeed, if the cognitive load exceeds the capacity of working memory, understanding becomes a casualty, with consequent attitude deterioration. Students need to be able to see that mathematics has a purpose in being able to be applied to real-life situations. However, attempts to develop applications may often generate further working memory overload. Curricula devised by those outside the classroom can sometimes be inappropriate while topics causing the greatest problems at these ages and include areas of geometry, statistics and the applications of mathematics. http://eu-jer.com/http://www.eu-jer.com/EU-JER_1_3_283_Ali_Etal.pdf Working memory capacity attitudes to mathematics difficulties in mathematics cognitive overload
collection DOAJ
language English
format Article
sources DOAJ
author Asma Amanat Ali
Norman Reid*
spellingShingle Asma Amanat Ali
Norman Reid*
Understanding mathematics: Some key factors
European Journal of Educational Research
Working memory capacity
attitudes to mathematics
difficulties in mathematics
cognitive overload
author_facet Asma Amanat Ali
Norman Reid*
author_sort Asma Amanat Ali
title Understanding mathematics: Some key factors
title_short Understanding mathematics: Some key factors
title_full Understanding mathematics: Some key factors
title_fullStr Understanding mathematics: Some key factors
title_full_unstemmed Understanding mathematics: Some key factors
title_sort understanding mathematics: some key factors
publisher RU Publications
series European Journal of Educational Research
issn 2165-8714
2165-8714
publishDate 2012-04-01
description Mathematics is well known as a subject area where there can be problems in terms of understanding as well as retaining positive attitudes. In a large study involving 813 school students (ages approximately 10-12) drawn from two different school systems in Pakistan, the effect of limited working memory capacity on performance in mathematics was explored along with a survey of areas of difficulty and student attitudes. This involved looking at student perceptions of their experiences, the nature of the difficulties they have with mathematics and possible reasons for these difficulties. The overall aim is to explore the extent of the effect of working memory and to gain insights so that practical ways forward to enhance mathematics education can be identified. It was found that limited working memory capacity has a very strong influence on performance, confirming other studies. Indeed, if the cognitive load exceeds the capacity of working memory, understanding becomes a casualty, with consequent attitude deterioration. Students need to be able to see that mathematics has a purpose in being able to be applied to real-life situations. However, attempts to develop applications may often generate further working memory overload. Curricula devised by those outside the classroom can sometimes be inappropriate while topics causing the greatest problems at these ages and include areas of geometry, statistics and the applications of mathematics.
topic Working memory capacity
attitudes to mathematics
difficulties in mathematics
cognitive overload
url http://eu-jer.com/http://www.eu-jer.com/EU-JER_1_3_283_Ali_Etal.pdf
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