Maria Lidia Mascia

Enhancement in Mathematical Abilities: A System Approach

A body of literature evidences the importance of enhancement in the development of mathematical abilities. The most recent researches showed that infants are capable of discriminating different sets of numbers, so it is important to understand the role of the environment and educational system in the promotion and development of this potential. The main role in the enhancement in mathematical abilities is played by the interventions which support the development of these abilities in concomitance with their emergence. The present study has taken into consideration a number of variables in order to promote the best development of emerging skills and to prevent some difficulties related to the development of mathematical abilities. In this regard, the enhancement is the result of the combination of cognitive and metacognitive factors. Among the cognitive factors, as the literature shows, the visuo-spatial component has a very important role in the development of mathematical abilities. Also, the introduction of technological tools is useful to create a systemic approach in the development and enhancement of mathematical abilities. The main goal of the current study was to investigate the impact of a systemic intervention on the improvement of mathematical skills in 144 third graders of several schools located in Italy. Participants were subjected to the training (paper and/or multimedia) for enhancing numerical abilities and/or visuo-spatial abilities. Our findings evidence the positive effect of the different types of training for the empowerment of numerical abilities. In particular, the combination of computerized and pencil-and-paper versions of visuo-spatial and mathematical training are more effective than the single execution of the software or of the pencil-and-paper treatment. Our results show that, when properly stimulated, the subject’s cognitive and metacognitive processes can support the improvement of individual skills. The enhancement tools are essential for school and families (they can use the same trainings). The design and the implementation of educational interventions with a systemic vision aimed at producing a cognitive enhancement that can be effective in the course of time.

Academic Retention in the Italian Context

This study analyzes if motivation, academic self-concept, perception of the time perspective, self-regulation, and the attendance of specific online laboratory activities influence academic retention and achievement of two group of freshmen attending the first year of their Bachelor’s Degree. The freshmen were monitored along their first academic year. In particular, we try to understand which factors can help student to overcome the transition gap created by the passage from high school to university. The choice of the implementation of an online lab is due to evidence that online platforms are tools that can help to reduce the academic dropout. These platforms allowed students to use a supporting network, but, at the same time, students can autonomously take advantage of suitable materials to achieve their learning goals and to bridge an orientation gap. In Italy, this gap is often present in the transition between high school and university. In general, we can say that the experience of the online laboratory was positive and combined with the enhancement of motivation, academic self-concept, vision of the time perspective, and self-regulation can represent an important support above all for the Italian freshmen.

MORE ABOUT THE FORMAT OF PROBABILISTIC PROBLEM PRESENTATION: EVALUATING THE ROLE OF CONTEXTUAL AND INDIVIDUAL VARIABLES ON THE ACCURACY OF SOLUTION

This research inquires some dimensions implied in the “graphical facilitation effect” on probabilistic reasoning, considering the associations of performance with contextual and individual features. Indeed, many authors highlighted that graphical representations might enhance problem solving in probabilistic reasoning; however, the cognitive processes underpinning these aspects have to be further deepened. Specifically, the role and the interaction between contextual and individual dimensions are not yet clearly defined. We aim to enlighten the influence of these kinds of dimensions, comparing the probabilistic reasoning applied by the same undergraduate in similar problems presented in verbal-numerical and graphicalpictorial formats. These assessments were conducted by controlling the effects on performance of numerical and visuo spatial abilities, attitudes towards statistics, statistical anxiety, and metacognitive awareness of the correctness of response (confidence); furthermore, we considered the influence of time pressure (presence versus absence) and of the type of university course enrolled (Psychology versus Business and Economics). Three hundred and forty-five Italian first year undergraduates, lacking statistical expertise, fulfilled a protocol composed by standardized instruments of assessment. The evaluation of accuracy on the solution in both formats have been related to the aforementioned contextual variables (time pressure, university course enrolled) and individual variables (abilities, anxiety, attitudes and confidence). At first, Hierarchical Linear Regressions were carried out separately to identify the individual variables affecting performance. Two formats of problem presentation were used. Then, the Analysis of Covariance with Mixed Design was applied, in order to highlight the effects of covariates (identified as the significant predictors distinguished in the previous regressions), the effects of the between factors (time pressure and university course) on the performance in two formats (considered as repeated measures). It was observed that confidence is the finest predictor of performance accuracy in both formats; it means that the metacognitive dimension strongly affects accuracy. Furthermore, the effect of format was underlined (“graphical facilitation” was highlighted) and the effect of time pressure was emphasised (the presence of time limits significantly enhances performance). No differences were found between the undergraduates enrolled in two university courses (Psychology and Business and Economics). In summary, “graphical facilitation” might be the after effect of multifactorial relations between different variables. Furthermore, these findings might be considered as an evidence of the key role of individual differences in probabilistic reasoning, which, by interacting with contextual dimensions, might influence the application of strategies useful to solve probabilistic problems, specifically in undergraduates without any statistical knowledge.

Comparing the effects of combined numerical and visuo- spatial psychoeducational trainings conducted by curricular teachers and external trainers. Preliminary evidence across kindergarteners.

The aim of this study was to verify the efficacy of two pencil-and-paper trainings empowering numerical and visuo-spatial abilities in Italian five-year-old kindergarteners. Specifically, the trainings were respectively carried out by the curricular teacher or by an external trainer. The former received a specific training in order to use the psychoeducational programmes with her pupils, whereas the latter received a specific education about the role of numerical and visuo-spatial abilities for school achievement and she was also trained to use psychoeducational trainings in kindergarten schools. At pre-test and post-test nonverbal functions and numeracy knowledge were assessed through a battery of standardized tests. The results show that both the numerical psychoeducational programme and the visuo-spatial one are useful tools to enhance mathematical achievements in kindergarteners. However, when the trainings were proposed by the external trainer, the efficacy of the psychoeducational programmes was more significant. These outcomes seem to be related both to the expertise and the novelty effect of the external trainer on the classroom.