Modeling Numerical Thinking in Second-Year Students Using Neutrosophic Cognitive Maps in Game-Based Learning

Abstract

This problem is a development of numerical thinking of second course Basic General Education students where insufficient understanding of digits and little enthusiasm obstructs proper learning. The topicality of the problem is relevant since understanding numbers since early age allows for proper academic growth and task oriented problem-solving success in the everyday life—it is needed in a quite strict setting that allows for great logical-mathematical skills. The previous solutions did not meet the requirements of recent studies conducted in the field of games learning, as they did not integrate the uncertainly that reflected the cognitive developments of children, nor did they enhance the understanding of intra-educational processes. Therefore, neutrosophic cognitive maps (NCMs) are used—their graphics of game activities and connections of digit skills on the basis of truth, uncertainty and falsity. The findings show 80% improvement in skills of numerical series and 70% in understanding concepts based on pedagogical experiment and expert content validation with mixed methods research design and high motivation indicators from students. Ultimately, this widens scholar’s opportunity with theoretical grounding for creating neutrosophic maps of complex cognitive developments, as well as practical solution for pedagogical improvement of game strategies based on students inclinations.