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Sánchez-Pérez, N., Castillo, A., López-López, J.A., Pina, V., Puga, J.L., Campoy, G., Fuentes, L.J., et al. (2018) Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results. Frontiers in Psychology, 8, Article 2327.
https://doi.org/10.3389/fpsyg.2017.02327

has been cited by the following article:

• TITLE: Cognitive Skills in Basic Mathematics of College Freshmen in the Philippines

  AUTHORS: Analyn M. Gamit

  KEYWORDS: Mathematics, Cognitive Skills, Cognitive, Basic Mathematics

  JOURNAL NAME: Journal of Applied Mathematics and Physics, Vol.10 No.12, December 21, 2022

  ABSTRACT: Many students consider mathematics as the most dreaded subject in their curriculum, so much so that the term “math phobia” or “math anxiety” is practically a part of clinical psychological literature. This symptom is widespread and students suffer mental disturbances when facing mathematical activity because understanding mathematics is a great task for them. This paper described the students’ cognitive skills performance in Basic Mathematics based on the following logical operations: Classification, Seriation, Logical Multiplication, Compensation, Ratio and Proportional Thinking, Probability Thinking and Correlation Thinking as it serves a critical element of teaching and learning, that is determining the current position of the learners’ mathematical capacity. Its implications for mathematics education were also revealed. A descriptive quantitative design was used in this study. The study included 1011 first-year college students from six state universities in the Philippines who were enrolled in the Bachelor of Science of Secondary Education Program during the first semester of the Academic Year 2019-2020. This study made use of the teacher-made test called the Test on Logical Operations. Findings revealed that the cognitive skills achievement of the first year BSE students from different state universities in the Philippines falls under the category of late concrete operational stage. As a result, students are unable to perform the logical operational skills expected of their age. At their age level, they are expected to be under the formal operational stage based on Piaget’s stages of cognitive development. These findings revealed a weak mathematical education foundation among students which requires immediate attention. This reality should be recognized by educational planners and implementers when making curricular and other instructional decisions.