Enhancing Problem-Solving Learning Through Abacus Mental Arithmetic: A Cognitive Science Perspective on Primary School Students

Abstract

The importance of cultivating effective mathematical problem-solving skills in  students is paramount in modern education. This study delves into the potential of abacus mental arithmetic as a method to enhance these skills among primary school students, viewed through the lens of cognitive science. The quasi-experimental design involved purposive  sampling of thirty-two students, with a focus on evaluating the impact of abacus mental arithmetic on mixed mathematical operations. The methodology employed a pre-test and post-test based on mixed arithmetic operations to comprehensively assess students'   mathematical problem-solving abilities. Additionally, a semi-structured interview format was utilized to gain insights into students' experiences with the abacus mental arithmetic method. Statistical analysis, conducted using the Statistical Package for Social Science version 20.0, unveiled a significant improvement in students' performance in solving mixed mathematical operations following the implementation of abacus mental arithmetic. Beyond quantitative metrics, qualitative findings from interviews revealed heightened understanding and     motivation among the targeted age group of 11- to 13-year-old students. This research,    positioned at the intersection of cognitive science and mathematics education, introduces an innovative approach to foster students' mathematical problem-solving skills. The study not only highlights the positive impact of abacus mental arithmetic but also underscores the   importance of considering cognitive science perspectives in shaping effective teaching  methodologies. As a continuation of this work, future research endeavors could explore   additional cognitive benefits, extend the study to different age groups, and investigate the sustainability of the observed improvements over an extended period. This comprehensive exploration of abacus mental arithmetic's potential sets the stage for further advancements in enhancing students' mathematical problem-solving capabilities.