RT Conference Proceedings
T1 A Cognitive-based Tool to Teach how to Teach
A1 Encina Vara, Alberto De La
A1 Garbayo Moreno, Martín Manuel
A1 Hidalgo Herrero, Mercedes
A1 Rabanal Basalo, Pablo Manuel
A1 Rubio Díez, Fernando
AB One of the most difficult subjects that children have to tackle in school is Mathematics. The intrinsic difficulty of this subject does not only appear in advanced courses. In fact, it appears at the very beginning and comprises the entire primary school career, as it is stated in [1]. In [1] the authors found that the most difficult domain when learning Mathematics is problem solving, together with fractions, division, numerical proportions, scale and space. In [2] the authors propose a classification that distinguishes four subtypes of mathematical learning difficulties: core number, memory (retrieval and processing), reasoning, and visual-spatial. Thus, Mathematics obtains very early the bad reputation of being a hard subject. This reputation is a great handicap in the medium and long term, because it creates a negative feedback and students convince themselves that they cannot handle the subject since it is too hard.
SN 2577-1655
YR 2020
FD 2020
LK https://hdl.handle.net/20.500.14352/95170
UL https://hdl.handle.net/20.500.14352/95170
LA eng
NO A. de la Encina, M. M. G. Moreno, M. Hidalgo-Herrero, P. Rabanal and F. Rubio, "A Cognitive-based Tool to Teach how to Teach," 2020 IEEE International Conference on Systems, Man, and Cybernetics (SMC), Toronto, ON, Canada, 2020, pp. 1008-1014, doi: 10.1109/SMC42975.2020.9282919.
NO Comunidad de Madrid
DS Docta Complutense
RD 14 jun 2025