Mathability and mathematical cognition

Chmielewska, Katarzyna; Gilányi, Attila; Łukasiewicz, Agnieszka

doi:10.1109/coginfocom.2016.7804556

Cited by 28 publications

(6 citation statements)

References 12 publications

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“…Based on the results the recognition of attention together with cognitive load/functions [33][34][35][36][37][38][39][40][41][42] the necessary development can be more comprehensively defined and may provide some important considerations to develop modern ICT and VR based learning environments [43] to improve the opportunities of VR and AR supported education [44][45][46][47][48][49][50], cooperative, cooperation methods [51][52], gamification [53][54] and ICT [55][56][57][58][59][60][61] and computer assisted learning [62]- [66].…”

Section: Discussionmentioning

confidence: 99%

Assessing Visual Attention in Children Using GP3 Eye Tracker

Costescu

Roșan

Nagy

et al. 2019

2019 10th IEEE International Conference on Cognitive Infocommunications (CogInfoCom)

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The aim of this research is to propose an integrated platform for assessing visual attention in schoolaged children. Due to several challenges in the use of standard psychological tests, technology-based instruments can represent a future opportunity for increasing accuracy in the psychological evaluations. The use of GP3 Eye Tracker together with OGAMA application can help to identify children that are at risk of developing learning or attention problems. By developing an integrated platform we will be able to accurately assess their visual attention skills, interpret accurately the data and predict their reading abilities.

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Section: Discussionmentioning

confidence: 99%

Assessing Visual Attention in Children Using GP3 Eye Tracker

Costescu

Roșan

Nagy

et al. 2019

2019 10th IEEE International Conference on Cognitive Infocommunications (CogInfoCom)

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“…As an example additional to language as an abstract technology that has been assimilated into the collective concept of humanity, "mathability" may also be noted: consider, for example, the conceptual advance created by adding the notion of "zero" to integer arithmetic. Accordingly, mathematics as a technology and technologies for supporting mathematical reasoning provide a robust thread of research within cognitive infocommunications (Baranyi and Gilányi, 2013;Török et al, 2013;Szi and Csapo, 2014;Chmielewska et al, 2016). Money is a comparable technology, and the advent of cryptocurrencies reveals that it is a category of technology still undergoing innovation; it is therefore no surprise that economics is a contributing discipline in cognitive infocommunications (Matarazzo et al, 2016;Esposito et al, 2017;Vogel et al, 2018).…”

Section: An Overview Of Coginfocommentioning

confidence: 99%

Editorial: Cognitive infocommunications

Esposito

Cordasco²,

Vogel³

et al. 2023

Front. Comput. Sci.

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“…However, the original aims of the NCC seem to be misunderstood, and an undesired and unforeseen development can be identified. Computer problem-solving is restricted to programming and teaching programming in an extremely low number of classes, while the teaching of end-user knowledge is carried out exclusively by applying surface-based, low-mathability approaches (Baranyi and Gilányi 2013;Chmielewska et al 2016). A similar phenomenon can be observed and experienced in several other education systems as well, and can be proved by the existence of error-laden and errorprone documents and the financial losses derived from them (Teo and Tan 1999;Tort et al 2008;Panko 2008;Powell et al 2008Powell et al , 2009aPowell et al , 2009bAbraham and Erwig 2009;Kadijevich 2009Kadijevich , 2013Panko and Aurigemma 2010;Tort 2010;W2 2012;Jorgensen 2013;Kwak 2013;Garrett 2015).…”

Section: The Hungarian Public Education System (K-12)mentioning

confidence: 99%

Case study: Developing long-term knowledge with Sprego

et al. 2020

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In Hungary, K-12 informatics/computer science education focuses on mostly surfacebased methods. This approach can be observed in the teaching of several topics in the subject, of which we focus on spreadsheet management. This is further emphasized by regulatory documentsthe Hungarian National Core Curriculum and Hungarian Curriculum Frameworks-, where handling algorithms, calling schemata, and problem-solving in general are only assigned to the programming topic. In the process of fulfilling the requirements of the school curricula and the various tool-centered exams, students become familiar with the software interfaces and how to navigate them, instead of developing computational thinking skills and learning how to approach and solve real-world problems. Our educational system is based on a spiral teaching approach; therefore, spreadsheet management is taught throughout several grades in a small number of lessons. Prior research shows that students learning spreadsheet management with surface-approach methods do not build up a reliable knowledge structure. These students cannot solve problems in contexts differing to the ones in which they learned the topic and cannot use their surface navigation abilities in different software environments. Our research group focuses on spreadsheeting with an algorithm-building and problemsolving method at the center of the teaching-learning process. For this purpose, we have developed and introduced the Sprego (Spreadsheet Lego) methodology. Sprego is based on Pólya's four-step concept-based problem-solving approach, and its efficiency has already been proved compared to traditional low-mathability surface-approach methods. In the comparison of the low-and high-mathability approaches, several further questions arise, and amongst them one crucial aspect is how the different methods support the schemaconstruction and knowledge built up in long-term memory. In this paper we discuss this question using a delayed post-test that was carried out one year after the treatment period. We focused on the students' achievement both in the experimental (Sprego) and control (traditional surface-approaches) groups based on the methods used one year prior to the administration of the delayed post-test. The results show that students who learned the spreadsheet management topic with Sprego achieved significantly better scores on the delayed tests than those students who used low-mathability approaches.

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Mathability and mathematical cognition

Cited by 28 publications

References 12 publications

Assessing Visual Attention in Children Using GP3 Eye Tracker

Assessing Visual Attention in Children Using GP3 Eye Tracker

Editorial: Cognitive infocommunications

Case study: Developing long-term knowledge with Sprego

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