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Open AccessArticle
The Use of Different Strategies and Their Impact on Success in Mental Calculation
by
Karmelita Pjanić
Karmelita Pjanić
Karmelita Pjanić, PhD
Faculty of Pedagogy, University of Bihać, Bosnia and Pjanić
is a Full a [...]
Karmelita Pjanić, PhD
Faculty of Pedagogy, University of Bihać, Bosnia and Herzegovina
kpjanic@gmail.com
https://orcid.org/0000-0001-7196-7508
Karmelita Pjanić
is a Full Professor of Mathematics Education at the Faculty of Pedagogy,
University of Bihać, Bosnia and Herzegovina. She graduated from the University
of Sarajevo in 1987 with a degree in mathematics and physics, earned her master's
degree in 2003, and completed her Ph.D. in 2008 in the field of mathematics
education. She has over three decades of experience in teacher education and
has held teaching and leadership roles within higher education. Her research
focuses on the didactics of mathematics, mathematical competencies,
problem-solving strategies, open-ended tasks, and the development of
mathematics curricula. She is also active in exploring inclusive education and
the role of creativity in mathematics learning. Prof. Pjanić is a member of
several national and regional professional networks for mathematics educators
and has received recognition for her contributions to teacher training and
curriculum reform.
Josipa Jurić
Josipa Jurić
Josipa Jurić, PhD
Teacher Education, Faculty of Humanities and Social Sciences, University of is [...]
Josipa Jurić, PhD
Teacher Education, Faculty of Humanities and Social Sciences, University of Split, Croatia
jjuric@ffst.hr
https://orcid.org/0000-0002-5925-7244
Josipa Jurić is a
lecturer at the Faculty of Humanities and Social Sciences, University of Split.
She obtained her undergraduate and graduate degrees in Mathematics and Computer
Science from the Faculty of Science, University of Split, in 2015, where she
received the Dean's Award in 2012/2013. She is currently pursuing a PhD in
Contemporary Trends in Preschool and Elementary Education at the Faculty of
Pedagogy in Sarajevo. She has extensive experience as a mathematics teacher in
several primary and secondary schools. Her research interests include
mathematics education, textbook analysis, mental calculation strategies, the
use of GeoGebra, and the development of mathematical competencies in future
primary teachers. She has published in national and international journals and
has presented at numerous scientific conferences. In 2022, she received the Best Paper Award at the International Conference on Studies in Education and Social
Sciences (ICSES) in Antalya, Turkey, for her paper "Analysis of the Correlation between the Use of Written
Algorithms and Success in Mental Calculation". She is a member of the
Croatian Mathematical Society and has completed multiple professional
development programs related to teaching, programming, and cognitive
development in children.
and
Irena Mišurac
Irena Mišurac
Irena Mišurac, PhD
Teacher Education, Faculty of Humanities and Social Sciences, University of a [...]
Irena Mišurac, PhD
Teacher Education, Faculty of Humanities and Social Sciences, University of Split, Croatia
irena@ffst.hr
https://orcid.org/0000-0002-7197-1782
Irena Mišurac is
an Assistant Professor at the Faculty of Humanities and Social Sciences,
University of Split, Croatia, where she teaches mathematics education within
the teacher education program. She earned her degree in mathematics and physics
from the University of Split in 1997, received her master’s degree in education
from the University of Zagreb in 2006, and completed her Ph.D. in 2010 at the
Faculty of Education in Sarajevo. Her teaching and research focus on
mathematics didactics, mathematical literacy, competence standards, and
conceptual understanding in early mathematics education. She has over 25 years
of experience in initial teacher education and has designed and delivered more
than 40 teacher training workshops. Prof. Mišurac collaborates regularly with
national education agencies and is the author of a university textbook on
mathematical literacy. Her research interests also include innovative teaching
strategies and the development of critical mathematical thinking in students.
She is a member of national professional communities for mathematics education.
1
Faculty of Pedagogy, University of Bihać, 77000 Bihać, Bosnia and Herzegovina
2
Teacher Education, Faculty of Humanities and Social Sciences, University of Split, 21000 Split, Croatia
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(9), 1098; https://doi.org/10.3390/educsci15091098 (registering DOI)
Submission received: 17 July 2025
/
Revised: 13 August 2025
/
Accepted: 21 August 2025
/
Published: 25 August 2025
Abstract
Mental calculation is key to the development of number sense and flexibility in thinking, but in practice, it is often neglected in favour of written algorithms. The aim of this study was to examine the relationship between the success in mental calculation and the number of strategies used, as well as to explore differences between age groups and genders. The study included 233 participants from various age groups, and data were collected through a mental calculation test and individual interviews regarding the strategies employed. The study follows quantitative, cross-sectional, correlational-comparative design, and the data was analyzed using key statistical techniques including the Kolmogorov–Smirnov test, Pearson’s correlation analysis, linear regression, one-way ANOVA with Bonferroni post hoc correction, and two-way ANOVA to examine main effects and interactions. The results showed a statistically significant positive correlation between the number of strategies and success in mental calculation. Differences between age groups were marginally significant; it was found that upper primary and secondary school students used a greater number of strategies. Additionally, boys, on average, applied more strategies than girls. In conclusion, the variety of mental calculation strategies positively correlates with accuracy in mental calculation, and teaching a greater number of strategies may contribute to the development of flexibility and confidence in mathematical thinking. It is recommended that greater emphasis is placed on the development of mental strategies within formal education.
Share and Cite
MDPI and ACS Style
Pjanić, K.; Jurić, J.; Mišurac, I.
The Use of Different Strategies and Their Impact on Success in Mental Calculation. Educ. Sci. 2025, 15, 1098.
https://doi.org/10.3390/educsci15091098
AMA Style
Pjanić K, Jurić J, Mišurac I.
The Use of Different Strategies and Their Impact on Success in Mental Calculation. Education Sciences. 2025; 15(9):1098.
https://doi.org/10.3390/educsci15091098
Chicago/Turabian Style
Pjanić, Karmelita, Josipa Jurić, and Irena Mišurac.
2025. "The Use of Different Strategies and Their Impact on Success in Mental Calculation" Education Sciences 15, no. 9: 1098.
https://doi.org/10.3390/educsci15091098
APA Style
Pjanić, K., Jurić, J., & Mišurac, I.
(2025). The Use of Different Strategies and Their Impact on Success in Mental Calculation. Education Sciences, 15(9), 1098.
https://doi.org/10.3390/educsci15091098
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