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

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

Acquisition of complicated mathematics talents and Higher-Order arithmetic Concepts specializes in commonplace and strange studying of complicated mathematics abilities and higher-order math ideas. As a part of the sequence Mathematical Cognition and Learning, this quantity covers fresh advances within the figuring out of children’s constructing capabilities with whole-number mathematics, fractions, and rational numbers. every one bankruptcy covers those subject matters from a number of views, together with genetic issues, cognition, guide, and neural networks.

  • Covers cutting edge measures and up to date methodological advances in mathematical considering and learning
  • Contains contributions that enhance 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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Skopeliti, I. (2008). The framework theory approach to conceptual change. In S. ), International handbook of research on conceptual change (pp. 3–34). Mahwah, NJ: Erlbaum. , & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. 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.

Why won’t you change your mind? Knowledge of operational patterns hinders learning and performance on equations. 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).

Current Directions in Psychological Science, 24, 190–194. , & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89. , & Sweller, J. (2013). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265–283. , & Vosniadou, S. (2010). Understanding the structure of the set of rational numbers: A conceptual change approach. Learning and Instruction, 14, 453–467.

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