Learning Styles and Development of Cognitive Skills in Mathematics Learning
Full Text (PDF)
Tatiana S. Sheromova 1 * , Anvar N. Khuziakhmetov 2, Victor A. Kazinets 3, Zhanna M. Sizova 4, Stanislav I. Buslaev 5, Ekaterina A. Borodianskaia 6
More Detail
1 Vyatka State University, Kirov, RUSSIA2 Kazan (Volga region) Federal University, Kazan, RUSSIA3 Pacific State University, Khabarovsk, RUSSIA4 I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA5 Financial University under the Government of the Russian Federation, Moscow, RUSSIA6 Russian State Social University, Moscow, RUSSIA* Corresponding Author

Abstract

Modern schoolchildren are the new digital generation and their preferences for working with information are based on of the dominant sensory modality which can be visual, auditory, and tactile/ kinesthetic. Therefore, to organize effective mathematics teaching it is necessary to use a personalized system of teaching techniques, instructional methods, and educational technologies taking into account the way students process information from the outside world. In light of neuropedagogy achievements and the idea of the dynamic balance, the purpose of the article is to provide evidence for the current need for taking into account the students’ perceptual learning styles which reflect the nature of interhemispheric interaction in the process of cognitive learning development in mathematics learning. The article is also aimed at establishing a scientific rationale for a classification of teaching methods for development of general learning skills, logical operations, and problem solving skills in mathematics learning based on the criteria of “dominant hemisphere” and “learning style”. The research methods are content analysis of scientific, educational and methodological literature to review the methods for cognitive skill development; testing the students’ level of general learning skills and the level of verbal reasoning; modeling method, Google questioning of teachers from different regions of the Russian Federation, qualitative analysis of the empirical data. The scientific novelty of the study is the obtained results: empirical data in respect to personalized learning technologies used by Russian teachers; identifying the stages of cognitive skill development in mathematics learning based on the perceptual learning styles of students; establishing a scientific rationale for a classification of techniques for development of general learning skills according to the criteria of “type of learning in accordance with the dominant hemisphere”; developing the criteria for assessing cognitive skills on the basis of the students’ learning styles. The theoretical significance of the study lies in its contribution to the mathematics methodology in regard to personalized learning technologies, the techniques for developing cognitive skills in mathematics learning taking into account students’ learning styles and applying the ideas of neuropedagogy and the idea of the dynamic balance in teaching mathematics..

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 11, November 2020, Article No: em1895

https://doi.org/10.29333/ejmste/8538

Publication date: 08 Sep 2020

Article Views: 7796

Article Downloads: 5537

Open Access References How to cite this article