
Ognjen AmidzicSports Academy, Belgrade, Serbia
Ognjen Amidzic
Dr. rer. nat. (Ph.D.)
A new Project about brain plasticity, mathematics, mathematics education, history of mathematics, learning and the brain
About
5
Publications
5,180
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
123
Citations
Introduction
My main research interest is the brain imaging, brain plasticity, mathematics, mathematics education, history of mathematics, learning and the brain, mind brain & education, neuroscience, sports science, sports physiology and performance, psychology of sports, psychology of expertise and talent, which I have studied in numerous domains including chess, sports, special units of the army and police, business, mathematics, programming, art, music, language.
Education
October 1998 - July 2003
University of Konstanz, Germany
Field of study
March 1996 - June 1998
Swiss Federal Institute of Technology Zurich
Field of study
- Didactics
October 1989 - June 1993
State Central Order of Lenin Institute of Physical Education
Field of study
- Physical Culture and Sport
Publications
Publications (5)
A New Project about Neuroplasticity, Mathematics, Mathematics Education, Learning and the Brain, Mind, Brain & Education
Gamma-band activity (GBA) bursts have been viewed as a signature for ignitions in localized Hebbian cell assemblies and are thought to indicate active memory. Using whole-head magnetoencephalography, we recorded focal bursts of GBA during chess playing. Unlike highly skilled chess grandmasters, with amateur chess players focal gamma bursts prevaile...
Grandmasters call on regions of the brain not used so much by less skilled amateurs.
Questions
Question (1)
Would someone be kind enough to answer the question why there is a Pareto Principle related to Grades in Primary Education in Mathematics, but please without counter-questions such as who says or where it is written that it is so. If Primary Education in Mathematics lasts, for example, 8 years (the number varies between countries), then in the first three grades 80% have excellent and very good grades in Mathematics, and 20% good and bad. In the fourth grade, this ratio is approximately 50%:50%. However, from the fifth to the eighth grade, the relationship is reversed and only 20% have excellent and very good grades, and 80% good and bad. Sometimes, for some reason, the ratio is 70:30 instead of 80:20, but the relationship and regularity exists. I thank you in advance for your reply, as well as for your kindness and time.