NEUROPSYCHOLOGICAL APPROACH IN MATH LESSONS FOR TEACHING MENTAL ARITHMETIC TO ELEMENTARY SCHOOL CHILDREN

Abstract

This article explores the neuropsychological approach to teaching mental arithmetic in elementary school children, focusing on how understanding brain functions can enhance learning experiences. By examining the key cognitive functions involved—such as working memory, attention, and number sense—this approach provides insights into improving mathematical learning outcomes for early learners. The article delves into practical neuropsychological strategies that can be employed during math lessons to boost cognitive skills and address individual differences among students. Emphasis is placed on how these methods can improve cognitive and academic performance, increase motivation and interest in mathematics, and effectively support students facing learning challenges. The findings highlight the importance of neuropsychological methods in creating an inclusive and supportive learning environment that nurtures a deep understanding of mental arithmetic. Ultimately, the article provides recommendations for educators to integrate neuropsychological strategies into their teaching practices to enhance the effectiveness of math education in elementary schools.