Intervention in executive functions for mathematical problem solving skills for Middle School
Academic success is intrinsically linked to students' ability to perform fundamental tasks related to executive functions (EF). However, these skills are not systematically taught in schools and are rarely the focus of the curriculum. Given this, the objective of this study was to develop a mod...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal do Ceará (UFC) |
| Repositorio: | Revista de Psicologia (Fortaleza. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufc:article/92550 |
| Acceso en línea: | http://www.periodicos.ufc.br/psicologiaufc/article/view/92550 |
| Access Level: | acceso abierto |
| Palabra clave: | math executive functions high school problem solving matemática funções executivas ensino médio resolução de problemas |
| Sumario: | Academic success is intrinsically linked to students' ability to perform fundamental tasks related to executive functions (EF). However, these skills are not systematically taught in schools and are rarely the focus of the curriculum. Given this, the objective of this study was to develop a module dedicated to teaching EF strategies aimed at solving mathematical problems. This initiative is part of the FE Intervention Program for academic learning (πFex-Academics EM), high school students. The research followed five stages: literature review, module construction, analysis by expert judges, pilot study and integration of results. The development of the module included the participation of specialists in neuropsychology and mathematics, as well as evaluation by mathematics teachers and neuropsychologists. Satisfactory and excellent validity and agreement rates were verified, which shows that the module presents evidence of content validity both for each of the activities and for the module as a whole. The pilot study revealed good understanding of the activities by students, indicating potential for motivation and effective use of the proposed strategy. This module represents a promising tool for stimulating executive functions and mathematical skills in adolescents, with significant implications for the field of school neuropsychological intervention. |
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