The Effect of Abacus Mental Arithmetic Training on Mathematical Problem Solving Skills of the Primary School Students

Subject Areas : Higher Education

Mana Bazzazi Lemraski ¹ , Ramezan Jahanian ² , Parisa Irannejad ³

1 - کارشناس ارشد مدیریت آموزشی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران
2 - Associate Professor, Department of Educational Administration, Karaj Branch, Islamic Azad University, Karaj, Iran
3 - Assistant Professor, Department of Educational Administration, Karaj Branch, Islamic Azad University, Karaj, Iran

Received: 2016-02-15 Accepted : 2016-08-08 Published : 2016-10-22

Keywords: abacus mental arithmetic training, problem solving skills, mathematic,

Abstract :

The purpose of this study was to compare the effect of abacus mental arithmetic training of the mathematical problem solving skills in trained and untrained students of elementary school. This research was a descriptive method, causal-comparative. The statistical population in this study was elementary students of sixth grade in district 3 in Karaj. The research samples included 60 trained pupils and 120 untrained pupils. Samples were selected with multi-stage cluster sampling method and using Cochran sampling formula. Data obtained using mathematical problem solving questionnaire and numerical calculating questionnaire on the basis of standardized TIMSS tests and precision and concentration from Wechsler standardized tests. Inferential statistical techniques and SPSS statistical software was used to analysis data. The results showed that the students who had trained abacus mental arithmetic and those who had not trained had significant differences in velocity components in mathematical problem solving, precision and concentration, and numerical calculation. So that trained students had higher scores in mentioned components and was more successful. Findings showed that there were significant differences in cognitive dimension of mathematical problem solving strategies such as under problem strategies, shape drawing, symbol method and easier problem solving method, while there were no significant differences in modeling strategies, pattern making and guesses and experiment.

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