The effect of a Schema-based method on correcting persistent errors in mental arithmetic: an experimental study.

Introduction: Arithmetic calculation is a fundamental skill for mathematical learning and daily life. However, elementary school students often make errors in practice. Methods: Grounded in the schema theory and the memory retrieval theory of mental arithmetic, this study employs a controlled experiment to investigate the effect of a schema-based method in correcting persistent errors in mental arithmetic, specifically in the context of simple addition operations. The experimental group utilizes a schema-based method to help participants rectify incorrect answers in memory retrieval, while the control group did not receive this treatment. Results: The results showed that significant differences emerged between the experimental and control groups in both the post-test performance and the reduction of persistent error count, indicating that the experimental group had rectified incorrect answers in memory; and persistent errors in simple addition were indeed caused by interference from incorrect answers during memory retrieval; and the schema-based method proves to be effective. Discussion: The findings of this study contribute to enhancing practical mental arithmetic instruction, assisting students in correcting relevant errors, and improving their mental arithmetic abilities. Not only does it offer directive guidance for teaching practices, but it also provides an enlightening reference for promoting innovative teaching methods.

Improving mental arithmetic ability of primary school students with schema teaching method: An experimental study.

Skillful utilization of mental arithmetic can significantly improve students' mathematical computation ability. However, it was observed that primary school students often resort to reiterating the process of written arithmetic in their minds during mental arithmetic, which is not conducive to their numerical ability improvement. This paper devises a set of graphic teaching aids for primary school students' mental arithmetic improvement based on mental arithmetic strategies, schema theory, and working memory. To validate the effectiveness of schema teaching in enhancing mental arithmetic ability among primary school students, a controlled experiment was conducted with two groups of third-grade students randomly selected from a primary school in Jingshan City. The results, obtained through descriptive statistical analysis and the multitrait-multimethod approach (MTMM), indicated that the experimental group (n = 52) demonstrated significant improvements in speed, accuracy, and stability in mental addition and subtraction after a 14-day instruction period in schema teaching. This study offers a potent mental arithmetic teaching strategy for elementary mathematics education, which can lead to a comprehensive enhancement of students' mental calculation abilities. It also holds promise for inspiring innovative teaching methodologies in primary and secondary mathematics education in the future.

An empirical study of schema-associated mnemonic method for classical Chinese poetry in primary and secondary education based on cognitive schema migration theory.

Classical Chinese poetry, as an indispensable part of China's national culture, provides valuable resources for improving literary literacy and fostering patriotism among primary and secondary school students. This study, based on cognitive schema migration theory, investigated the effect of a "schema-associated mnemonic method" on the memory efficiency and retention of classical Chinese poetry memorization among the students. Through a controlled experiment, the results revealed that the experimental group (n = 63) outperformed the control one in memorizing classical poetry with higher memory efficiency and retention, which indicates the sustainable application prospects of the method in primary and secondary education. The findings of this research can provide beneficial insights for the effective integration of classical Chinese poetry teaching and educational technologies.

Evaluation of the efficiency of antibiotics in treating adult patients with symptomatic apical periodontitis: A protocol for systematic review and meta-analysis.

BACKGROUND: When a person feels dental pain, it brings great discomfort and damages the quality of life. Symptomatic apical periodontitis is identified as the most frequent cause that triggers dental pain. Symptomatic apical periodontitis arises from an infection or inflammation in the pulpless root canal structure. According to clinical guidelines, the primary form of therapy for such teeth entails removing the inflammation or infection source through local surgical procedures. Presently, systemic antibiotics are recommended only for cases where there is clear indication of an infectious spread or a systemic involvement. Therefore, this study aims to assess the efficacy and level of safety of using antibiotics to treat adult symptomatic apical periodontitis patients. METHODS: The present protocol study will conduct a search on electronic databases to look for randomized controlled trials (RCTs) that have evaluated the effectiveness and safety of antibiotics when used to treat adult patients with symptomatic apical periodontitis. The databases will be search from their beginning to April 2021. The search is not bound by publication status or language restrictions. The following databases will be searched: Web of Science, PubMed, the Cochrane Library, Chinese National Knowledge Infrastructure, and EMBASE. This study will employ ZETOC Conference Proceedings and OpenGrey to identify potential grey literature. Afterwards, 2 independent authors will select the studies, extract data from the studies, and conduct a risk assessment to check for bias. All discrepancies between the authors will be resolute via discussion involving a third independent author. The data synthesis and statistical analysis of this study will be done with the RevMan software (Version: 5.3). RESULTS: The present protocol report will provide high-quality evidence related to the efficacy and level of safety when using antibiotics to treat mature symptomatic apical periodontitis patients. CONCLUSION: The outcomes of the present study will update the evidence available for assessing the efficacy and safeness of using antibiotics to treat mature symptomatic apical periodontitis patients. ETHICS AND DISSEMINATION: This study does not require an ethical approval since individual patient data is not included in any form. REGISTRATION NUMBER: DOI 10.17605/OSF.IO/CVP8 M (https://osf.io/cvp8m/).