Improving children’s skills to read, understand and solve mathematical problems through Spaced Learning
DOI:
https://doi.org/10.7347/EdL-02-2025-02Keywords:
reading comprehension, mathematical problem solving, Spaced Learning, neuroscience, case studyAbstract
Reading comprehension is a key tool for solving a mathematical problem. Before mobilizing a set of mathematical skills, it is essential that students construct an adequate semantic representation of the text-problem, to start the problem-solving process effectively and consciously. To mediate the gap between the two processes of comprehension and problem-solving, we chose to employ Spaced Learning, a teaching methodology that leverages some scientifically validated memory principles. Spaced Learning makes learning more meaningful, long-lasting and engaging because it transcends the rigid organization of lessons characterized by long and often impractical timeframes, which do not reflect the way the brain learns. According to the case study, integrated by a pre-experimental study, we structured and implemented a teaching intervention in a primary school classroom. The aim of the project was to promote children’s reading comprehension text so they could solve mathematical problems; the activities were planned and conducted using active breaks, as required by Spaced Learning. The quantitative analysis of the learning outcomes shows the positive effects of the proposed and developed action, while recognizing many limitations and critical issues.
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