Connections Between Learning Arithmetic and Object Visual Imagery Ability in Elementary School - Learning the multiplication table
Date
Authors
Type
könyvfejezet
Language
en
Reading access rights:
Open Access
Rights Holder
BME
Conference Date
2024.11.28-2024.11.30.
Conference Place
BME GTK Műszaki Pedagógia Tanszék
Conference Title
1st Budapest International Conference on Education
ISBN, e-ISBN
978-963-421-976-7
Container Title
Proceedings of 1st Budapest International Conference on Education
Department
Műszaki Pedagógia Tanszék
Version
post print
Faculty
Gazdaság- és Társadalomtudományi Kar
First Page
6
Subject (OSZKAR)
arithmetic
multiplication table
verbal imagery
object visual imagery
spatial imagery
multiplication table
verbal imagery
object visual imagery
spatial imagery
Gender
Konferenciacikk
University
Budapesti Műszaki és Gazdaságtudományi Egyetem
- Cite this item
- https://doi.org/10.3311/BICE2024-001
OOC works
Abstract
While in higher education, grades in computer science and STEM courses negatively correlate with the vividness of object visual imagery (Sokolowski, 2024), it appears that among individuals lacking object visual imagery, there is a higher proportion who did not learn the multiplication table during early schooling compared to the majority. Based on a non-representative survey, I hypothesized that there is a relationship between the effectiveness of multiplication table memorization and the vividness of object visual imagery. However, in reviewing the literature on teaching methods for the multiplication table that employ visual memory, I have not yet found support for this hypothesis.