Understanding mathematics: Some key factors

Year 2012, , 283 - 299, 15.07.2012

Asma Amanat Ali Norman Reid

https://doi.org/10.12973/eu-jer.1.3.283

Abstract

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.

Keywords

working memory capacity, attitudes to mathematics, difficulties in mathematics, cognitive overload

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