Numerical Processing With Different Teaching-Learning Methods.

Abstract

Background: Domain-specific and domain-general cognitive processes are critical in understanding how children develop mathematical competence, which is essential for their academic success and overall cognitive development. Objectives: The primary aim of this study was to analyze and compare mathematical competence and domain-specific variables, considering the teaching-learning method used. On the one hand, the Open Calculation Based on Numbers (ABN) method, and on the other, the more traditional Closed Calculation Based on Digits method, CBC (hereinafter referred to as No-ABN). The study sought to determine whether the ABN method, which emphasizes conceptual understanding and numerical flexibility, offers significant advantages over the No-ABN method. Methods: A total of 84 students from Kindergarten and Primary Education participated. These students were divided into two groups: 37 from the No-ABN group (21 boys and 16 girls) and 45 from the ABN group (19 boys and 26 girls). Participants were assessed using standardized tests designed to measure magnitude comparison and basic mathematical competence. These assessments aimed to evaluate the effectiveness of each teaching method in enhancing early mathematical skills. Results: The results showed that the ABN group's performance in magnitude comparison surpassed that of the No-ABN group, especially in the early educational stages. Additionally, the ABN group consistently achieved higher scores in basic mathematical competence over time. Conclusions: These findings suggest that the ABN method may provide a more robust foundation for mathematical learning, promoting better long-term outcomes. Future research should expand on these findings to determine the full impact of the ABN method and explore how it can be optimized for broader educational contexts.