RT journal article
T1 Description of Main Innovative and Alternative Methodologies for Mathematical Learning of Written Algorithms in Primary Education
A1 Canto López, María del Carmen
A1 Manchado Porras, Malena
A1 Piñero Charlo, José Carlos
A1 Mera Cantillo, Carlos
A1 Delgado Casas, Cándida Inés
A1 Aragón Mendizábal, Estívaliz Lorena
A1 García Sedeño, Manuel Antonio
A2 Didáctica
A2 Psicología
K1 mathematical learning
K1 written calculation
K1 Singapore method
K1 ABN method
K1 alternative methods
K1 mental calculation
AB The traditional way of teaching mathematics generates significant learning difficulties in students that are reflected in their academic performance. In recent years, the number of teachers and researchers interested in finding innovative, flexible and comprehensible methodologies has increased. The main objective of this article has been to carry out a theoretical review of the methodologies for learning/teaching mathematics at school level. Central elements of international and national method initiatives have been highlighted. The empirical evidence on the Singapore method and the Algorithm Based on Numbers (ABN) method confirms the need to include innovative and manipulative strategies in the classroom. The Singapore method has been shown as a source that improves students ' problem solving skill, mathematical competence, boosting reasoning, and a higher motivation. Some studies focused on the effectiveness of the ABN method and its influence on mathematical cognition. The use of this methodology and learning in flipped classroom have obtained significant results in teacher training. These results could provide guidance about how to improve pre-service education in Primary Bachelor's Degree. The findings presented in the manuscript could be a basis for opening new lines of quantitative research, with the aim of analysing problem solving and the use of manipulative materials in mathematics. Thus, future research should focus on analysing the cognitive processes involved in mathematical learning, carrying out empirical studies in schools. In addition, it is necessary to improve future teachers' training, so that they can learn about new alternatives for mathematical teaching and the available resources to be able to put it into practice. Moreover, alternative methodologies are a necessary driver for the improvement of mathematical performance both inside and outside the classroom, and also for the technological and economic development of countries.
PB FRONTIERS MEDIA SA
SN 1664-1078
YR 2022
FD 2022-07
LK http://hdl.handle.net/10498/27706
UL http://hdl.handle.net/10498/27706
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 07-nov-2026