The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study
IntroductionThe learning process of Mathematics is a challenge in Latin America; therefore, it is of vital importance to conduct actions that improve the performance in this science.MethodsThis article is reporting on quasi-experimental research, where, through the use of Brain Gym, the objective is...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1045567/full |
| _version_ | 1797952864154288128 |
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| author | Carlos Ramos-Galarza Carlos Ramos-Galarza Cristina Aymacaña-Villacreses Jorge Cruz-Cárdenas |
| author_facet | Carlos Ramos-Galarza Carlos Ramos-Galarza Cristina Aymacaña-Villacreses Jorge Cruz-Cárdenas |
| author_sort | Carlos Ramos-Galarza |
| collection | DOAJ |
| description | IntroductionThe learning process of Mathematics is a challenge in Latin America; therefore, it is of vital importance to conduct actions that improve the performance in this science.MethodsThis article is reporting on quasi-experimental research, where, through the use of Brain Gym, the objective is to improve: the definition of rational numbers, problem-solving ability, mathematical order relationships, and equivalent fractions. We worked with 67 students between 12 and 14 years old, organized into an experimental group (n = 35) and a control group (no participation group; n = 32).ResultsWe made pre and post-test measurements and found that the control group students improved in their problem-solving ability F(1,65) = 8.76, p = 0.04, η2 = 0.12 and equivalent fractions F(1,65) = 4.54, p = 0.03, η2 = 0.06.DiscussionIn conclusion, the importance of applying innovative processes to improve the teaching and learning of Mathematics can be affirmed. It is important to note that both the control and experimental groups improved their learning, however, the experimental group did so to a greater extent than the students in the control group, who received a traditional educational process, and they did learn, but not at the level of the experimental group. |
| first_indexed | 2024-04-10T22:52:48Z |
| format | Article |
| id | doaj.art-a35750014fce4e58ae4f7b57ad04932b |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-10T22:52:48Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-a35750014fce4e58ae4f7b57ad04932b2023-01-15T04:10:54ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-01-011310.3389/fpsyg.2022.10455671045567The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot studyCarlos Ramos-Galarza0Carlos Ramos-Galarza1Cristina Aymacaña-Villacreses2Jorge Cruz-Cárdenas3Facultad de Psicología, Pontificia Universidad Católica del Ecuador, Quito, EcuadorCentro de Investigación MIST, Carrera de Psicología, Universidad Tecnológica Indoamérica, Quito, EcuadorCentro de Investigación MIST, Carrera de Psicología, Universidad Tecnológica Indoamérica, Quito, EcuadorCentro de Investigación ESTec, Universidad Tecnológica Indoamérica, Quito, EcuadorIntroductionThe learning process of Mathematics is a challenge in Latin America; therefore, it is of vital importance to conduct actions that improve the performance in this science.MethodsThis article is reporting on quasi-experimental research, where, through the use of Brain Gym, the objective is to improve: the definition of rational numbers, problem-solving ability, mathematical order relationships, and equivalent fractions. We worked with 67 students between 12 and 14 years old, organized into an experimental group (n = 35) and a control group (no participation group; n = 32).ResultsWe made pre and post-test measurements and found that the control group students improved in their problem-solving ability F(1,65) = 8.76, p = 0.04, η2 = 0.12 and equivalent fractions F(1,65) = 4.54, p = 0.03, η2 = 0.06.DiscussionIn conclusion, the importance of applying innovative processes to improve the teaching and learning of Mathematics can be affirmed. It is important to note that both the control and experimental groups improved their learning, however, the experimental group did so to a greater extent than the students in the control group, who received a traditional educational process, and they did learn, but not at the level of the experimental group.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1045567/fullBrain GymMathematicsproblem-solvingcognitive skillsfractions |
| spellingShingle | Carlos Ramos-Galarza Carlos Ramos-Galarza Cristina Aymacaña-Villacreses Jorge Cruz-Cárdenas The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study Frontiers in Psychology Brain Gym Mathematics problem-solving cognitive skills fractions |
| title | The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study |
| title_full | The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study |
| title_fullStr | The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study |
| title_full_unstemmed | The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study |
| title_short | The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study |
| title_sort | intervention of brain gym in the mathematical abilities of high school students a pilot study |
| topic | Brain Gym Mathematics problem-solving cognitive skills fractions |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1045567/full |
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