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

Acquisition of complicated mathematics abilities and Higher-Order arithmetic Concepts makes a speciality of common and abnormal studying of advanced mathematics abilities 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 skills with whole-number mathematics, fractions, and rational numbers. every one bankruptcy covers those issues from a number of views, together with genetic issues, cognition, guideline, and neural networks.

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

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

Example text

This volume)—provides considerable information on which prior knowledge and the extent to which this knowledge is influencing current mathematical learning and problem solving. , this volume). , reaction times) consistent with the descriptions (Siegler, 1987). However, it is likely that these methods are useful for assessing only some types of student knowledge; specifically, knowledge that can be represented in working memory. All of these methods tap the immediate or short-term influence of prior knowledge on mathematical learning and problem solving.

Child Development, 76, 883–899. , Friedman, N. , Emerson, M. , Witzki, A. , & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. Murdock, B. B. (1974). Human memory: Theory and data. Hillsdale, NJ: Erlbaum, 1974. National Mathematics Advisory Panel (2008). Foundations for success: Final report of the national mathematics advisory panel. Washington, DC: United States Department of Education.

Learning and Instruction, 14, 453–467. , & Vosniadou, S. (2012). Bridging the gap between the dense and the discrete: The number line and the “rubber line” bridging analogy. Mathematical Thinking and Learning, 14, 265–284. , & Van Dooren, W. (2013). The framework theory approach applied to mathematics learning. In S. , pp. 305–321). Routledge: New York, NY. Van Hiele, P. M. (1986). Structure and insight: A theory of mathematics education. Orlando, FL: Academic Press. Vosniadou, S. (1994). Capturing and modelling the process of conceptual change.

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