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Mental arithmetic makes it possible to perform arithmetic operations without the need to use notes or other external aids, such as calculators or manipulatives. The objective of the research was to design and validate a didactic strategy for the development of mental arithmetic skills of addition and subtraction in third year students of the "Luis Alfredo Noboa Icaza" Educational Unit, Guayaquil, Ecuador. The researchers developed a research process based on the conceptions of the mixed approach, through a pre-experimental design of explanatory research, with pre-test and post-test measurements in a single group. The scientific research carried out was structured in the phases of initial characterization, design of the didactic strategy and validation. The initial characterization phase revealed achievements and insufficiencies related to the establishment of relationships between the numbers to be calculated, limitations of the students' ability to use and relate numbers and operations. The didactic strategy designed is structured in the following components: general objective, didactic guidelines, preparation stage, execution stage and control and feedback stage. The evaluation by experts and the implementation of the didactic strategy made it possible to demonstrate that the result provided constitutes a valid orientation to direct the pedagogical activity of the teacher in the process of developing mental calculation skills of addition and subtraction, in such a way as to promote the automation of skills for the successful performance of mental calculation in third year students. [ABSTRACT FROM AUTHOR]

The improvement of mental calculation skills in sixth-grade students of basic general education (EGB) is a pressing need given the importance of these competencies in the academic and everyday environment. This study addresses this problem through the implementation and evaluation of a methodological strategy designed to enhance these skills. The main objective is to investigate the impact of this intervention on the development of mental arithmetic skills. The sample consisted of two groups: an experimental and a control group at the Basic Fiscal school Humberto García Ortiz during the period 2023-2024. The strategy was implemented over a defined period of time, using a variety of practical activities, including project-based learning sessions, collaborative learning, gamification and problem solving. Pre-test and post-tests were used to assess student progress, as well as Student's t-test to compare differences between groups. The results revealed significant improvements in mental calculation accuracy and speed in the experimental group compared to the control group. These findings suggest that the methodological strategy implemented was effective in improving mental arithmetic skills in sixth-grade students. [ABSTRACT FROM AUTHOR]

In the present study, we worked with 49 students (26 women and 23 men) of which two present hearing impairment (1 woman and 1 man) from the Thomas Alva Edison Elementary School in the City of Morelia, Michoacán. The research was qualitative with the objective of applying technological tools for learning mathematics with the participating population. Two digital applications were implemented: Monster Numbers and The King of Mathematics that are oriented to the resolution of basic arithmetic operations (addition, subtraction, multiplication, and division). The results indicate that all the participating students had a fruitful learning in mathematical achievement with the use of technological tools because they were able to solve problems, reason, improve their memory and perform mental calculations in a dynamic, interactive and attractive way for obtaining prizes for the passage of levels in the technological game; achieving in this way the execution of a diversified strategy for the intervention with the population that presents the condition of hearing disability. [ABSTRACT FROM AUTHOR]

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This research problematizes the teaching of 3D geometry, particularly the teaching of the notion of volume, which has been transformed into a decontextualized arithmetic or algebraic calculation. The objective is to promote the redefinition of the School Mathematical discourse of mathematics teachers, regarding the notion of the volume of geometric bodies of eighth grade. The theoretical framework is the socioepistemological theory, through the inclusion-exclusion dialectical model. Which promotes the resignification of the school mathematical discourse of the mathematics teacher through the application of a learning situation. The developed design considers measurement and estimation as foundations of the social construction of mathematical knowledge. The methodology used is qualitative-exploratory through a case study of two professors. The data collection instruments are interviews, planning analysis rubric and study texts and the learning situation. Finally, it is concluded from the experience, the understanding by teachers of the importance of three-dimensional elements and the criticism of school mathematical discourse, which allows them to have a broader and more geometric vision of the notion of volume and its teaching. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to identify, characterize and compare the cognitive flexibility profile in mental calculation of brazilian students, based on the analysis of cognitive elements, namely problem characteristics and solution procedures, used during the resolution of arithmetic calculations. The sample of this study included 42 2nd graders (7 to 8 years old) and 42 4th graders (9 to 11 years old), from 4 public schools in Porto Alegre. Each child was encouraged to classify 12 arithmetic calculations, thus demonstrating their numerical knowledge by explaining the thought process involved in solving the calculations through a specific cognitive flexibility assessment instrument. In general, the results revealed that the different proportions of numerical knowledge used made it possible to distinguish the flexibility profiles - flexible, mixed or rigid. [ABSTRACT FROM AUTHOR]

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mental image (MI) is an operational synthesis of a dynamic mental environment or context. A dynamic mental context is the imbrications of various psychological capacities operating simultaneously within a situation. Every dynamic mental context is formed by two constituent networks: structuring and dynamics. The structuring network is in turn divided into phenomenology and meaning. The former is the way MI emerges; what it looks like. It consists in intentionality, composition, perspective and a dominant modality (from where it is named). Meaning consists in a network of concepts (that can be propositional and non-propositional, or modal if preferred. While we share Barsalou’s position on modal concepts, that is not discussed here) that support the semantics of MI. The dynamic network refers to the flow of psychological activity, in general, and to one of its components, precisely the MI. Operational mechanisms manifest several types of narratives, including splice points, analogy, consequential, random and combined thinking. The validity of this synthesis may also be subsumed to simulation rules causally suggested by the dynamic mental context itself. The operational synthesis of these two networks is a MI, which is named according to its dominant modality (visual, auditory, kinesthetic). [ABSTRACT FROM AUTHOR]

The objective of the present study was to adapt and validate the Collective Teacher Efficacy scale to transversal work contexts. The sample was composed of 332 workers from mining, education, health, and other sectors, randomly divided into two subsamples. Two confirmatory factors were analyzed by using the multivariate weighted least squares analysis method. The first analysis revealed adequate adjustment in the CFI (comparative fix index) and TLI (Tucker-Lewis index) parameters, but not for RMSEA (root mean square error of approximation). The second analysis yielded a new measurement model with adequate adjustment for all parameters (CFI, TLI, and RMSEA) and consisted of the following dimensions: positive and negative group competencies and analysis of positive and negative elements influencing tasks. It is concluded that the Collective Teacher Efficacy scale meets the psychometric properties required for its application in the psychology of work and organizations. [ABSTRACT FROM AUTHOR]

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Based on our previous work on cognitive strategies for mental calculation, we present the design of a context sensitive computational system called ECOCAM, which aims to promote strategies for mental calculation in primary school students. We carry out a first test of our proposal through a specific implementation of the ECOCAM for an addition strategy task, that is to say the "transfer" strategy, in a pilot experiment and study case with boys and girls from different grades in basic education. We discussed the results and its implications for a future development and implementation of the ECOCAM. [ABSTRACT FROM AUTHOR]

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Copyright of Educación (18133363) is the property of Universidad Femenina del Sagrado Corazon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)