Mathematical modelling by using mental arithmetic as a method of teaching

Abstract

In this study, we investigate the effectiveness of using mental arithmetic as a teaching method for mathematical modeling. We present statistical data and test results to evaluate the impact of this approach on students’ mathematical proficiency and problem-solving skills. The statistical analysis supports the effectiveness of using mental arithmetic as a method of teaching mathematical modeling. The experimental group showed significant improvements in mathematical fluency, problemsolving skills, and comprehension of modeling concepts compared to the control group. These findings highlight the potential of mental arithmeticbased instruction in enhancing students' mathematical proficiency and preparing them for real-world applications. The statistical analysis supports the effectiveness of using mental arithmetic as a method of teaching mathematical modeling. The experimental group showed significant improvements in mathematical fluency, problem-solving skills, and comprehension of modeling concepts compared to the control group. The experimental group demonstrated a significant improvement in mathematical fluency compared to the control group. Pre-test scores showed an average fluency rate of 60%, while post-test scores increased to 85%. Statistical Significance: t-test results indicated a p-value < 0.01, demonstrating a significant difference in fluency between the two groups. These findings highlight the potential of mental arithmetic-based instruction in enhancing students’ mathematical proficiency and preparing them for real-world applications.