Cognitive Research and Mathematics Education - How Can Basic Research Reach the Classroom?

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Title: Cognitive Research and Mathematics Education - How Can Basic Research Reach the Classroom?
Authors: Simplicio, Henrique
Gasteiger, Hedwig
Dorneles, Beatriz Vargas
Grimes, Ka Rene
Haase, Vitor Geraldi
Ruiz, Carola
Liedtke, Francéia Veiga
Moeller, Korbinian
ORCID of the author: https://orcid.org/0000-0001-8343-8654
https://orcid.org/0000-0003-4071-5978
https://orcid.org/0000-0002-1906-7702
https://orcid.org/0000-0002-3443-9914
https://orcid.org/0000-0002-0141-9140
https://orcid.org/0000-0002-7762-1951
Abstract: Numeracy is critically associated with personal and vocational life-prospects (Evans et al., 2017; Grotlüschen et al., 2019); yet, many adults and children lack a basic level of proficiency (Jonas, 2018). At the same time, research interest in numerical cognition, and its neuro-cognitive foundations (e.g., Cohen Kadosh and Dowker, 2015), as well as in mathematics education (e.g., Dennis et al., 2016) continues to grow. In this opinion, we argue that more intensive discussion across the disciplines is necessary to answer the question how results from basic research can make it to the classroom, how classroom practices can be validated by research, and discuss a theoretical framework for guiding future transfer endeavors. Transferring basic research results to educational praxis is not a new challenge. As early as 1899, James (1958) noted the difficulty of directly deriving suggestions for pedagogical practice from psychological research. Even when successful, research in psychology might not be enough to derive effective suggestions or direct conclusions for educational practice without considering environmental challenges and requirements of teaching. Clearly not all basic research aims at informing educational practice; however, failure of important results from research to successfully impact practice reflects missed opportunities at some point during dissemination—as is failing to validate effective existing practices through research to allow for what may be called practice-based evidence.
Citations: Simplicio H, Gasteiger H, Dorneles BV, Grimes KR, Haase VG, Ruiz C, Liedtke FV and Moeller K (2020): Cognitive Research and Mathematics Education - How Can Basic Research Reach the Classroom? Front. Psychol. 11:773.
URL: https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-202105204836
Subject Keywords: numerical cognition; transfer of knowledge; applied science; math education; evidence-based practice; research-to-practice
Issue Date: 23-Apr-2020
License name: Attribution 4.0 International
License url: http://creativecommons.org/licenses/by/4.0/
Type of publication: Einzelbeitrag in einer wissenschaftlichen Zeitschrift [article]
Appears in Collections:FB06 - Hochschulschriften
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