Pub Date : 2020-09-01DOI: 10.1080/02109395.2020.1795493
Felipe Porflitt, Ricardo Rosas
ABSTRACT This study explores the cognitive profiles of different types of expert musician adults, and suggests a frame of separation to categorize them according to the musical instrument they play. These differences would be based on the core elements of music (rhythm, melody and harmony), which activate the nervous system differently in expert adult musical performers. Several tests were applied, including executive function tasks such as verbal and visual-spatial working memory, cognitive inhibition, go/no-go and cognitive flexibility tasks, as well as tests that measure other cognitive aspects, such as fluid intelligence, divided attention and processing speed. Four groups were established to compare cognitive performance: rhythmic, melodic and harmonic musicians, and a control group (non-musicians). The results show different cognitive performances between the groups of musicians — as well as between musicians and non-musicians: the harmonic group showed the best results, following by the melodic group, the rhythmic group and lastly the control group.
{"title":"Core music elements: rhythmic, melodic and harmonic musicians show differences in cognitive performance (Elementos básicos de la música: músicos rítmicos, melódicos y armónicos muestran diferencias de desempeño cognitivo)","authors":"Felipe Porflitt, Ricardo Rosas","doi":"10.1080/02109395.2020.1795493","DOIUrl":"https://doi.org/10.1080/02109395.2020.1795493","url":null,"abstract":"ABSTRACT This study explores the cognitive profiles of different types of expert musician adults, and suggests a frame of separation to categorize them according to the musical instrument they play. These differences would be based on the core elements of music (rhythm, melody and harmony), which activate the nervous system differently in expert adult musical performers. Several tests were applied, including executive function tasks such as verbal and visual-spatial working memory, cognitive inhibition, go/no-go and cognitive flexibility tasks, as well as tests that measure other cognitive aspects, such as fluid intelligence, divided attention and processing speed. Four groups were established to compare cognitive performance: rhythmic, melodic and harmonic musicians, and a control group (non-musicians). The results show different cognitive performances between the groups of musicians — as well as between musicians and non-musicians: the harmonic group showed the best results, following by the melodic group, the rhythmic group and lastly the control group.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"14 1","pages":"532 - 562"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88069559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/02109395.2020.1794717
Christian Peake, Jennifer Moscoso-Mellado, Ernesto Guerra
ABSTRACT The ability to represent quantities, either in a symbolic or non-symbolic format, predicts calculation skills. Recording the saccades during gazing at these stimuli allows us to infer the cognitive processing taking place at that moment. The purpose of this research study was to analyse the duration of the first fixation during symbolic and non-symbolic numerical stimuli. We evaluated 32 university students through symbolic and non-symbolic number comparison tasks while recording their eye movements. In addition, they answered a calculation task. Participants spent more time looking first at the stimulus of greater magnitude during the execution of the comparison task (regardless of the presentation format). This measure was not a predictor of calculation skills. The duration of the first fixation was interpreted as a bottom-up measure during numerical stimuli perception, and therefore during the initial stage of cognitive processing.
{"title":"First fixation duration as a bottom-up measure during symbolic and non-symbolic numerical comparisons (La duración de la primera fijación como medida bottom-up al comparar cantidades simbólicas y no simbólicas)","authors":"Christian Peake, Jennifer Moscoso-Mellado, Ernesto Guerra","doi":"10.1080/02109395.2020.1794717","DOIUrl":"https://doi.org/10.1080/02109395.2020.1794717","url":null,"abstract":"ABSTRACT The ability to represent quantities, either in a symbolic or non-symbolic format, predicts calculation skills. Recording the saccades during gazing at these stimuli allows us to infer the cognitive processing taking place at that moment. The purpose of this research study was to analyse the duration of the first fixation during symbolic and non-symbolic numerical stimuli. We evaluated 32 university students through symbolic and non-symbolic number comparison tasks while recording their eye movements. In addition, they answered a calculation task. Participants spent more time looking first at the stimulus of greater magnitude during the execution of the comparison task (regardless of the presentation format). This measure was not a predictor of calculation skills. The duration of the first fixation was interpreted as a bottom-up measure during numerical stimuli perception, and therefore during the initial stage of cognitive processing.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"1 1","pages":"563 - 579"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83006201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/02109395.2020.1794719
Cristian Cortés-Rivera, F. Cerić
ABSTRACT Executive functions (EF) correspond to a general construct of high-order cognitive skills aimed at optimizing problem solving. The study of EF categorizes it into three sub-processes; of these three, cognitive flexibility (CF) stands out because of its later development and because it requires a greater amount of neurocognitive resources. In developing an affective understanding of EFs, recent research has outlined the existence of hot EFs, referring to processing skills used in situations that are motivationally and emotionally charged, contrasting with cold EFs, which refer to skills we use in abstract situations and when the affective component is minimal. The purpose of this research study is to explore how different levels of affective salience can modulate performance and processing through the application of a standard CF task. At the behavioural level, participants presented lower reaction times, and the accuracy of their responses was unaffected, under conditions of low affective salience. At the level of brain activity, they presented latencies related to early attention processing and greater occipital activation under conditions of high affective salience.
{"title":"Affective modulation of cognitive flexibility: a behavioural and electrophysiological study (Modulación afectiva de la flexibilidad cognitiva: un estudio conductual y electrofisiológico)","authors":"Cristian Cortés-Rivera, F. Cerić","doi":"10.1080/02109395.2020.1794719","DOIUrl":"https://doi.org/10.1080/02109395.2020.1794719","url":null,"abstract":"ABSTRACT Executive functions (EF) correspond to a general construct of high-order cognitive skills aimed at optimizing problem solving. The study of EF categorizes it into three sub-processes; of these three, cognitive flexibility (CF) stands out because of its later development and because it requires a greater amount of neurocognitive resources. In developing an affective understanding of EFs, recent research has outlined the existence of hot EFs, referring to processing skills used in situations that are motivationally and emotionally charged, contrasting with cold EFs, which refer to skills we use in abstract situations and when the affective component is minimal. The purpose of this research study is to explore how different levels of affective salience can modulate performance and processing through the application of a standard CF task. At the behavioural level, participants presented lower reaction times, and the accuracy of their responses was unaffected, under conditions of low affective salience. At the level of brain activity, they presented latencies related to early attention processing and greater occipital activation under conditions of high affective salience.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"15 1","pages":"510 - 531"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87859636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/02109395.2020.1749000
Victor Koleszar, Dinorah de León, Nadir Díaz-Simón, Dahiana Fitipalde, I. Cervieri, A. Maiche
ABSTRACT Research into numerical cognition has yielded results that could have a positive impact on the field of education through the implementation of the models that focus on the development of mathematical skills. In Uruguay, the emergence of studies into numerical cognition has a neuropsychological and experimental tradition. This article describes the main research carried out over the past 30 years using these two approaches, and it describes their results and possible implications. Finally, the importance of research into numerical cognition, the need to progress researchers’ formation and the relevance of continuous interaction with educational institutions to enrich this field of knowledge and foster implementation in the classroom are discussed.
{"title":"Numerical Cognition in Uruguay: from clinics and laboratories to the classroom (Cognición numérica en Uruguay: de la clínica y los laboratorios al aula)","authors":"Victor Koleszar, Dinorah de León, Nadir Díaz-Simón, Dahiana Fitipalde, I. Cervieri, A. Maiche","doi":"10.1080/02109395.2020.1749000","DOIUrl":"https://doi.org/10.1080/02109395.2020.1749000","url":null,"abstract":"ABSTRACT Research into numerical cognition has yielded results that could have a positive impact on the field of education through the implementation of the models that focus on the development of mathematical skills. In Uruguay, the emergence of studies into numerical cognition has a neuropsychological and experimental tradition. This article describes the main research carried out over the past 30 years using these two approaches, and it describes their results and possible implications. Finally, the importance of research into numerical cognition, the need to progress researchers’ formation and the relevance of continuous interaction with educational institutions to enrich this field of knowledge and foster implementation in the classroom are discussed.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"56 1","pages":"294 - 318"},"PeriodicalIF":0.3,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91157028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/02109395.2020.1748841
Gilberto Obando-Zapata, Teresa Pontón-Ladino, Sandra-Evely Parada-Rico, J. Villa-Ochoa
ABSTRACT The article presents the results of a literature review that covered various study types and contributions made on cognition and numerical thinking in Colombia. After conducting a search in different sources, 84 relevant documents were selected and analysed in detail. Three categories were created: (i) subjects and lines of research; (ii) teacher training; and (iii) contributions to teaching and learning processes in the classroom. The results of the study indicate that in Colombia there is a prevalence of studies that focus on proposals addressing needs in mathematics classes. There is also a significant amount of studies on cognitive, semiotic and sociocultural perspectives. A gap between these two types of studies is also presented. Some considerations for future research on the topic are outlined at the end of the article.
{"title":"Research into cognition and numerical thinking in Colombia (Investigación sobre cognición y pensamiento numérico en Colombia)","authors":"Gilberto Obando-Zapata, Teresa Pontón-Ladino, Sandra-Evely Parada-Rico, J. Villa-Ochoa","doi":"10.1080/02109395.2020.1748841","DOIUrl":"https://doi.org/10.1080/02109395.2020.1748841","url":null,"abstract":"ABSTRACT The article presents the results of a literature review that covered various study types and contributions made on cognition and numerical thinking in Colombia. After conducting a search in different sources, 84 relevant documents were selected and analysed in detail. Three categories were created: (i) subjects and lines of research; (ii) teacher training; and (iii) contributions to teaching and learning processes in the classroom. The results of the study indicate that in Colombia there is a prevalence of studies that focus on proposals addressing needs in mathematics classes. There is also a significant amount of studies on cognitive, semiotic and sociocultural perspectives. A gap between these two types of studies is also presented. Some considerations for future research on the topic are outlined at the end of the article.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"151 1","pages":"319 - 347"},"PeriodicalIF":0.3,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75849516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/02109395.2020.1748842
M. Susperreguy, Christian Peake, D. M. Gómez
ABSTRACT Research on numerical cognition, an emerging area that has received increasing interest in Chile, can contribute to understanding how mathematical skills are developed and support education. This article reviews the studies published in the field of numerical cognition in Chile, indexed in the WoS, PubMed, Scopus and SciELO databases. The articles reviewed address mechanisms that underlie mathematical performance and strategies used by children, adolescents and adults to solve mathematical tasks, with a special emphasis on early skills, calculations and arithmetic, as well as factors associated with individual differences in the development of mathematical notions. This article also analyses the sources of funding that support research on numerical cognition and education in Chile and the projects awarded such funds in recent years. Finally, the contribution and challenges of numerical cognition research in Chile in an educational context are discussed.
{"title":"Research on numerical cognition in Chile: current status, links to education and challenges (Investigación en cognición numérica en Chile: estado actual, vínculos con la educación y desafíos)","authors":"M. Susperreguy, Christian Peake, D. M. Gómez","doi":"10.1080/02109395.2020.1748842","DOIUrl":"https://doi.org/10.1080/02109395.2020.1748842","url":null,"abstract":"ABSTRACT Research on numerical cognition, an emerging area that has received increasing interest in Chile, can contribute to understanding how mathematical skills are developed and support education. This article reviews the studies published in the field of numerical cognition in Chile, indexed in the WoS, PubMed, Scopus and SciELO databases. The articles reviewed address mechanisms that underlie mathematical performance and strategies used by children, adolescents and adults to solve mathematical tasks, with a special emphasis on early skills, calculations and arithmetic, as well as factors associated with individual differences in the development of mathematical notions. This article also analyses the sources of funding that support research on numerical cognition and education in Chile and the projects awarded such funds in recent years. Finally, the contribution and challenges of numerical cognition research in Chile in an educational context are discussed.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"58 1","pages":"404 - 438"},"PeriodicalIF":0.3,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74361851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/02109395.2020.1748998
B. Dorneles
ABSTRACT The objective of this paper is to describe the trends in current Brazilian research in numerical cognition, highlighting papers published in the last five years. The studies included in the narrative review have been described considering three thematic groups: numbers; operations and problem-solving; and difficulties or disabilities in learning mathematics. Besides describing the most recent papers in this field, the article includes specific issues, i.e., the active research groups and ways of publishing the research results. The most important conclusions are: there is a diverse growing research field of numerical cognition in Brazil; there is an emphasis on basic research, rather than applied research; most of the research is about children with learning disabilities or difficulties. Despite this growing research in the field, there are no recorded repercussions of the research in Brazil´s educational system, which is a very important challenge for Brazilian researchers.
{"title":"Numerical cognition in Brazil: a narrative review of a growing research field (Cognición numérica en Brasil: una revisión de un campo de investigación en desarrollo)","authors":"B. Dorneles","doi":"10.1080/02109395.2020.1748998","DOIUrl":"https://doi.org/10.1080/02109395.2020.1748998","url":null,"abstract":"ABSTRACT The objective of this paper is to describe the trends in current Brazilian research in numerical cognition, highlighting papers published in the last five years. The studies included in the narrative review have been described considering three thematic groups: numbers; operations and problem-solving; and difficulties or disabilities in learning mathematics. Besides describing the most recent papers in this field, the article includes specific issues, i.e., the active research groups and ways of publishing the research results. The most important conclusions are: there is a diverse growing research field of numerical cognition in Brazil; there is an emphasis on basic research, rather than applied research; most of the research is about children with learning disabilities or difficulties. Despite this growing research in the field, there are no recorded repercussions of the research in Brazil´s educational system, which is a very important challenge for Brazilian researchers.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"34 1","pages":"271 - 293"},"PeriodicalIF":0.3,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81363141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/02109395.2020.1748999
Roberto A. Abreu-Mendoza
ABSTRACT In Mexico, by the end of compulsory education, half of the junior high school students attain the lowest level in international maths assessments. To reach a better understanding of how people learn mathematical skills and how to improve in teaching methods, researchers have looked at the intersection of cognitive psychology and maths education: the field of numerical cognition. However, there is a limited amount of research with Mexican students. This paper provides an overview of the studies published to date. This overview shows that research started with an interest in how to evaluate maths skills and identify children with maths difficulties; however, in the last five years, researchers have started to study younger and atypical populations using more diverse methods. The field of numerical cognition in Mexico is still emerging; however, in years to come, there should be additional informative and exciting research from laboratories in Mexico.
{"title":"Research on numerical cognition in Mexico (Investigación sobre cognición numérica en México)","authors":"Roberto A. Abreu-Mendoza","doi":"10.1080/02109395.2020.1748999","DOIUrl":"https://doi.org/10.1080/02109395.2020.1748999","url":null,"abstract":"ABSTRACT In Mexico, by the end of compulsory education, half of the junior high school students attain the lowest level in international maths assessments. To reach a better understanding of how people learn mathematical skills and how to improve in teaching methods, researchers have looked at the intersection of cognitive psychology and maths education: the field of numerical cognition. However, there is a limited amount of research with Mexican students. This paper provides an overview of the studies published to date. This overview shows that research started with an interest in how to evaluate maths skills and identify children with maths difficulties; however, in the last five years, researchers have started to study younger and atypical populations using more diverse methods. The field of numerical cognition in Mexico is still emerging; however, in years to come, there should be additional informative and exciting research from laboratories in Mexico.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"68 1","pages":"245 - 270"},"PeriodicalIF":0.3,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89078141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/02109395.2020.1749502
Vivian Reigosa-Crespo, D. Castro-Cañizares, Nancy Estévez-Pérez, E. Santos, R. Torres, Raysil Mosquera, A. Álvarez, Belkis Recio, E. González, V. Amor, Marlis Ontivero, Mitchell Valdés-Sosa
ABSTRACT Establishing bridges between the findings from cognitive neurosciences and teaching practice has not been systematically achieved. However, many researchers interested in this area agree on the positive impact that knowledge on how the brain learns has on teaching practices and educational policies. For more than 15 years, the Laboratory for Educational Neurosciences from the Cuban Centre for Neurosciences has collected evidence on basic numerical capacities and their association with learning mathematics, taking into account different levels of analysis that consider biology, cognition and education. Researchers in this laboratory have developed a conceptual, methodological and instrumental platform based on the experimental evidence they have systematically obtained. This platform has resulted in the design and validation of tools and resources for learning mathematics in the classroom with the intervention of the teachers.
{"title":"Numerical skills and dyscalculia. From basic research to practice in Cuba (Habilidades numéricas y discalculia. De la investigación básica a la práctica en Cuba)","authors":"Vivian Reigosa-Crespo, D. Castro-Cañizares, Nancy Estévez-Pérez, E. Santos, R. Torres, Raysil Mosquera, A. Álvarez, Belkis Recio, E. González, V. Amor, Marlis Ontivero, Mitchell Valdés-Sosa","doi":"10.1080/02109395.2020.1749502","DOIUrl":"https://doi.org/10.1080/02109395.2020.1749502","url":null,"abstract":"ABSTRACT Establishing bridges between the findings from cognitive neurosciences and teaching practice has not been systematically achieved. However, many researchers interested in this area agree on the positive impact that knowledge on how the brain learns has on teaching practices and educational policies. For more than 15 years, the Laboratory for Educational Neurosciences from the Cuban Centre for Neurosciences has collected evidence on basic numerical capacities and their association with learning mathematics, taking into account different levels of analysis that consider biology, cognition and education. Researchers in this laboratory have developed a conceptual, methodological and instrumental platform based on the experimental evidence they have systematically obtained. This platform has resulted in the design and validation of tools and resources for learning mathematics in the classroom with the intervention of the teachers.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"33 1","pages":"373 - 403"},"PeriodicalIF":0.3,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81189702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/02109395.2020.1749496
Laura Pezzatti, V. Edelsztein, M. Hermida
ABSTRACT This article is a review of the current state of interaction between research into the cognitive sciences and mathematics learning in Argentina. It will firstly outline the main guidelines of Argentina’s current educational curricula in regard to the learning of mathematics. Secondly, the results Argentina obtained in international standardized tests are described and research proposals aimed at improving these results are put forward. Finally, the article explores the current lack of interaction between research into cognitive sciences and mathematical education and presents recent proposals that seek to bridge these two areas.
{"title":"The learning of mathematics in Argentina and its association with the cognitive sciences: opportunities and challenges (El aprendizaje de la matemática en la Argentina y su relación con las ciencias cognitivas: oportunidades y desafíos)","authors":"Laura Pezzatti, V. Edelsztein, M. Hermida","doi":"10.1080/02109395.2020.1749496","DOIUrl":"https://doi.org/10.1080/02109395.2020.1749496","url":null,"abstract":"ABSTRACT This article is a review of the current state of interaction between research into the cognitive sciences and mathematics learning in Argentina. It will firstly outline the main guidelines of Argentina’s current educational curricula in regard to the learning of mathematics. Secondly, the results Argentina obtained in international standardized tests are described and research proposals aimed at improving these results are put forward. Finally, the article explores the current lack of interaction between research into cognitive sciences and mathematical education and presents recent proposals that seek to bridge these two areas.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"4 1","pages":"348 - 372"},"PeriodicalIF":0.3,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86253219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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