By David C. Geary, Daniel B. Berch, Robert Ochsendorf, Kathleen Mann Koepke

Acquisition of complicated mathematics abilities and Higher-Order arithmetic Concepts specializes in average and strange studying of advanced mathematics talents and higher-order math techniques. As a part of the sequence Mathematical Cognition and Learning, this quantity covers fresh advances within the knowing of children’s constructing potential with whole-number mathematics, fractions, and rational numbers. each one bankruptcy covers those issues from a number of views, together with genetic problems, cognition, guideline, and neural networks.

  • Covers leading edge measures and up to date methodological advances in mathematical pondering and learning
  • Contains contributions that increase guide and schooling in those domains
  • Informs coverage aimed toward expanding the extent of mathematical talent within the normal public

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Additional info for Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3 (Mathematical Cognition and Learning

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Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108, 869–882. Martin, S. , & Bassok, M. (2005). Effects of semantic cues on mathematical modeling: Evidence from word-problem solving and equation construction tasks. Memory & Cognition, 33, 471–478. Marx, M. H. (1963). The general nature of theory construction. In M. H. ), Theories in contemporary psychology (pp. 4–46). New York: Macmillan. McNeil, N. , & Alibali, M. W. (2005). Why won’t you change your mind?

Learning and Instruction, 14, 445–451. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Neurodevelopmental Disorders as Model Systems for Understanding Typical and Atypical Mathematical Development 67 Page left intentionally blank Chapter 2 The Understanding of Additive and Multiplicative Arithmetic Concepts Katherine M. S. National Research Council on the state of research and knowledge on children’s mathematics learning, Kilpatrick, Swafford, and Findell (2001) concluded that: “The more mathematical concepts they understand, the more sensible mathematics becomes” (p.

453–458). Stresa, Italy: Erlbaum. Christou, K. , & Vosniadou, S. (2012). What kinds of numbers do students assign to literal symbols? Aspects of the transition from arithmetic to algebra. Mathematical Thinking and Learning, 14, 1–27. A. (2013). Integrating cognitive principles to redesign a middle school math curriculum. pdf Deary, I. , & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13–21. , & Spelke, E. (2006). Core knowledge of geometry in an Amazonian indigene group.

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Acquisition of Complex Arithmetic Skills and Higher-Order by David C. Geary, Daniel B. Berch, Robert Ochsendorf, Kathleen
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