EJ Research: What is the role of mental arithmetic in the development of children?

Mental arithmetic became the main topic of conversation people, since appearance of students adding and subtracting in seconds on the Internet or republic TV channels. Many parents that concerned about the bright future of their children have started to joining their children to such schools. The number of academies of  mental arithmetic in Kazakhstan is growing every year. Today more than 50 countries around the world are teaching children aged 4-12 years the program, based on this methodology of verbal counting.

Despite the growing popularity of such educational centers, Kazakh parents are still skeptical about unconventional methods of teaching. Some parents argued that mental arithmetic is evil, crippling the psyche of the child, others stubbornly listed the advantages of this methodology (Kapital, 2016). Many prefer to rely on the opinions of scientists and teachers who are accustomed to trusting old proven methods of teaching. It is important to note that a large dispute is caused among psychologists by the age of the pupils of schools of mental arithmetic. According to the statements of experts, early brain development negatively affects the child’s psyche. This brings up the question: Is it really useful to learn mental arithmetic for a child, or is it just another well advertised educational program?

This research of one of the educational centers using such system focused on examining the influence of an oral account on the development of children’s intelligence. Especially pre-school children and Primary School students, since schools of mental counting teach basically children aged 4-12 years. The results of this case study could bring benefits not only for the Kazakh parents finding new way of developing their children’s intellect, but also to the administrations of the Primary Schools in our country in order to combine methodology of generally accepted curriculum with application programs for greater efficiency.

First of all, it is necessary to give a definition to the word “mental arithmetic” and delve into the  methodology of such technique of teaching. According to the Cambridge Dictionary, mental arithmetic is calculation that we do in our mind, without writing down any numbers. This methodology, also known as “menar” was first launched in 1993 in Asia (Sputniknews, 2016). The program that I have investigated uses «abacus» – an instrument for performing calculations by sliding counters along rods or in grooves (Dictionary Cambridge, 2017).

Before R. Sperry’s discovery(“split-brain”, 1960) many scientists had underestimated the right hemisphere, saying that it is not responsible for logical processes like the left one. Many psychologies and neuropsychologists misinterpreted the Roger Sperry’s discovery  saying the right hemisphere is the key to the expansion of human consciousness. Only using both hemispheres of the brain, our CQ (cognitive quotient) level, which provides our key success factor- adaptability, rises (Vaillant, 1938). Since then there has been the question “how can we achieve the balance between 2 hemispheres?”. Kimiko Kawano has come to a conclusion that the training of mental arithmetic helps to simultaneously develop both hemispheres of brain(2001). The Japanese scientist of Nippon Medical School studied  the activity of brain of the student who won the Olympiad in mental arithmetic. The results showed that waves which originally appeared in the left hemisphere moved to the right, thus covering the greater part of the student’s brain with the abilities of mental math. Another Frank and Barner’s study of Indian children who have mastered the technique of the counting on abacus while listening to “Ali Baba and 40 thieves” fairy tale led to the same conclusion(New Scientist, 2011).

Computation using an abacus is in great demand among pre-school children and primary school students. A lot of academies educating on this method are advised to learn to count on it during this period, from 4 to 12 years. As a result of Flavell’s research (2004) in the field of “Theory-of-mind” it was revealed that in the older preschool age children distinguish between cognitive processes: perception, memory, attention. Studies by Fisher (1998) have shown that children aged 4-6 years already have an understanding of what they know and do not know what knowledge they need. In fact, after just 20 days of any type of musical instruction, a 6-year-old’s brain can actually change, resulting in improved language and social skills, according to a study in the Psychological Science magazine (Parenting, 2013). All of those studies and notes of scientists reflected on the understanding that  the child’s brain can easily rebuild and form all kinds of new connections; therefore children learn languages and much more easily(Kean, 2014).

Despite the Kazakh parents’ interest in this methodology not many of them exactly understand what does it mean, and what is the purpose of it. 76% of 100 Kazakhs surveyed believe that the main goal of the training is to learn how to count quickly (Vlast, 2016). All training centers using the method of mental arithmetic report that a quick count is only an additional feature of this program. It is aimed above all at developing the intelligence of children(Vlast, 2016). In order to give more reliable information from an insider, who could overreact or subject any speculation about this unfamiliar technique there was held an interview with one of the tutors of such academies. Arailym Zhambylovna has worked for more than 3 years at the very first mental arithmetic school in our country called UCMAS center. She teaches children of different age categories and can tell in detail about all the practical aspects. Her graduate Daniyar Kurmanbaev, having shown his talent to quickly count in the mind on the Russian television program, became the object of attention of many spectators.

The interviewee, by virtue of the post of the teacher of this technique, has noted the basic abilities that improve after computation using an abacus: concentration of attention, hearing and observation, accuracy and speed. Working with both hands on abacus both hemispheres of the brain start working very actively. As Kawano(2001) concluded, the right hemisphere, once responsible only for creative thinking, begins to analyze, filter information as well as the left one.  Regardless of external factors, students of such schools stay concentrated on lessons, focus on solving problems. It leads us to the conclusion that such centers do not aim teaching children to quickly calculate. The main priority is the intellectual development of students from an early age through the use of both hemispheres.

The instructor referred to the analyzes that center conducted comparing the younger and older groups of students- children aged 4-12 years were much quicker to learn the technique, they imagined abacus way better than students over 12-13 years. This proves how different the ability to receive information and accurately solve the tasks of preschool and elementary school children. Therefore the administration of mental arithmetic school advice to parents to give as early as possible let their children learn program. To see more effective results.

According to Arailym Zhambylovna, the parents of the students after a few lessons noticed how much their children had opened. The following changes were mentioned: improving school performance, concentrating on homework assignments, mastering program mathematics much earlier than peers. In addition, the disclosure of new aspects of students, such as leadership development, time orientation and adaptation to stressful situations were seen after certain lessons. It is worth to note, that  Maxim Belitsky, the doctor of social and economic sciences also could see the influence of mental arithmetic on the development of leadership among students. After attending one of the lessons he reports that the methodology develops both analytical thinking and the ability to quickly “understand” numbers and count. Children learn to focus on the task and make quick decisions both independently and in groups.

At the end of the conversation, the topic of  introducing the methodology into the school curriculum was covered. Tutor expressed her desire to cooperate with the administration of schools in our country. Since this method has been compulsory educated for many years in many developed countries like China and Japan, the instructor of the Kazakh branch of this organization is confident in the success of advancing mental arithmetic within the Kazakh school syllabus. Therefore, teachers of mental academies are ready to cooperate with the administration of the country’s schools to  educate students more extensive.

In the course of the study it was revealed that pupils of such schools show higher results not only in mathematics and calculations, they also reveal themselves as individuals, develop their critical thinking and stress resistance. Thus, it can be assumed that instead of being skeptical and afraid of non-standard methods of training, aforesaid statements of scientists should be listened to. The achievements of students and changes in their visions and the prevalence of new skills will serve as the most important indicator of the effectiveness of such a program. Thanks to participant’s describing program’s methodology, parents and teachers would become more aware of the effectiveness and results of that way of counting. To think that the idea of collaboration between Kazakh schools and development centers like this one has a sense.

References

Bellos A (2012, October 29). World’s fastest number game wows spectators and scientists. Retrieved from  https://www.theguardian.com/science/alexs-adventures-in-numberland/2012/oct/29/mathematics

Dalabaeva A (2015, November 23). Стоит ли отдавать ребенка на ментальную арифметику?

Retireved from http://comode.kz/post/vospitanie-i-razvitie/mentalnaja-arifmetika-dan-mode-ili-unikalnaja-metodika/

Jabr F (2011, August 9). Mental abacus does away with words. Retrieved from https://www.newscientist.com/article/dn20775-mental-abacus-does-away-with-words/

Kalenova. E (2017, November 14) Менталды арифметика: жарқыраған жарнамаға сенуге бола ма? Retrieved from https://baq.kz/kk/news/bilim__gilim/mentaldi_arifmetika_zharkiragan_zharnamaga_senuge_bola_ma_20171113_152100

Kean S (2014) The Tale of the Dueling Neurosurgeons: The History of the Human Brain as Revealed by True Stories of Trauma, Madness, and Recovery. [Kindle Edition] Retrieved from https://www.amazon.com/Tale-Dueling-Neurosurgeons-Revealed-Recovery-ebook/dp/B00GG0GIXQ

Mental Arithmetic System. (2013, July 24) Retrieved from https://trishaghosh.wordpress.com/2013/07/24/mental-arithmetic-system/

Pevzner H (2013). Brain Development in Children. Retrieved from http://www.parenting.com/article/brain-development-children

Pink D (2005) A Whole New Mind. United States: Riverhead Books

R. Sperry (1960) The study on “split-brain” patients

Sergeev B (1984) Mind is good

Vaillant G. E (2012) Triumphs of Experience: The Men of the Harvard Grant Study. Cambridge, MA: Belknap of Harvard University Press

Vasuki K (2013). The impact of Abacus learning of mental arithmetic on cognitive abilities of children. Retrieved from http://www.alohaspain.com/public/file/ALOHA_Benefits_ScientificReport.pdf

Wu Yanhua. Abacus Mental Arithmetic System can promote all-round development of students Changchun Beilesi Kindergarten, Changchun, Jilin Province, China. Retrieved from http://www.abakin.com/cientifico/Abacus%20Mental%20Arithmetic%20System%20can%20promote%20all-round%20development%20of%20students.pdf

Zdenek. M (1997) Development of the right hemisphere. “Попурри” Ltd.

Ментальная арифметика: развитие способностей или мышление по шаблону. (July 20, 2016) Retrieved from https://ru.sputniknews.kz/society/20160720/790573/mentalnaya-arifmetika-razvitie-sposobnostej-ili-myshlenie-po-shablonu.html

Ментальная арифметика: к чему привели проделки маркетологов. (May 25, 2016)

Retrieved from https://vlast.kz/obsshestvo/17290-mentalnaa-arifmetika-k-cemu-priveli-prodelki-marketologov.html

Aruzhan Kuandyk