Validación del Método “5L” de instrucción/aprendizaje de matemáticas

Joaquim Valls Morató

doi:10.31637/epsir-2024-580

Authors

Joaquim Valls Morató Euncet Business School

DOI:

https://doi.org/10.31637/epsir-2024-580

Keywords:

numerical subjects, cognitive and emotional unconscious, work memory, math anxiety, cognitive load, mathematics instruction, mathematics learning, pillars of learning

Abstract

Introduction: The objective of this study is to show with evidence that the "5L" Method of instruction/learning improves academic performance in mathematics, and provides a satisfactory study experience. Methodology: The methodology used responds to a field study aimed at a sample of volunteer students from a population of students of the subject of Fundamentals of Mathematics in the Degrees of Business Administration and/or Marketing and Digital Communication at Euncet Business School, to whom Closed satisfaction surveys were completed weekly, based on a Likert scale (from 1 - very unsatisfactory - to 5 - very satisfactory -), and they were subjected to four evaluative tests, measuring their academic performance (grades from 0 to 100) against a similar control group. Results: Students who implemented the "5L" Method obtained significantly better grades (87,09 vs. 59,65) and they claimed to have had a satisfactory study experience (4,07). Discussion: biases in the sample should be avoided by assessing possible differences in the level of intrinsic motivation. Conclusions: the "5L" Method of instruction/learning adequately manages the cognitive load of the training sessions according to neuroeducational doctrine; significantly improves academic performance compared to traditional study methods; and generates a satisfactory learning experience.

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Author Biography

Joaquim Valls Morató, Euncet Business School

Dr. Joaquim Valls is an Economist, Master in Information and Knowledge Society, and Master in Artificial Intelligence Applied to Business. He teaches Mathematics and Economics on the Bachelor's Degrees in Business Administration and Marketing and Digital Communication. He is the author of ten popular science books, including Genial mente: las claves de la inteligencia, el talento y la creatividad (2014), and the e-book Educada mente: Manual of Positive Neuroeducation (2024). She is working on two lines of research (with five published articles and one accepted), both based on her doctoral thesis on the (re)education of the unconscious, in which she studies the education of the cognitive and emotional mathematical unconscious, and the education of the reading and spelling unconscious.

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