Effect of education based brain-based on Learning multiplication and division  fourth grade students of elementary schools in Birjand

Hamedi Nasab, Sadegh; Taherpour Kalantry, Masoud; Ghoroneh, Davoud

Effect of education based brain-based on Learning multiplication and division fourth grade students of elementary schools in Birjand

Document Type : Original Article

Authors

¹ PhD of Curriculum, Department of Education, Faculty of Education and Psychology, University of Birjand, Birjand, IRAN.

² PhD Student of Curriculum,Department of Education, Faculty of Education and Psychology, University of Birjand, Birjand, IRAN.

³ Assistant Professor, Department of Educational Administration and Human Resource Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, IRAN.

Abstract

cognitive researchers have done considerable research on mathematics education and introduced the cognitive approach as one of the important approaches in effective mathematics education. importance of this approach in this area, the present study investigates the effect of education based on a brain-centered approach on the mathematical learning of fourth grade elementary students. For this purpose, 50 fourth grade elementary school students in Birjand were randomly divided into experimental and control groups and the concept of multiplication and division was selected from the fourth grade elementary mathematics textbook. Using research on how to apply the brain-centered approach to mathematics education, a teaching method based on this approach was designed for the concept of multiplication and division. First, the researcher-made math pre-test was performed on students, and then training was provided for the control group in the usual way and for the experimental group based on the brain-centered approach. In the end, the math post-test was performed. Findings showed that mathematics education with a brain-centered approach to the usual method has a positive and significant effect on the levels of understanding and application of the cognitive domain of learning and attention and responding to the emotional domain of students' math learning.

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