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 normal and abnormal studying of complicated mathematics abilities and higher-order math recommendations. As a part of the sequence Mathematical Cognition and Learning, this quantity covers fresh advances within the figuring out of children’s constructing knowledge with whole-number mathematics, fractions, and rational numbers. every one bankruptcy covers those themes from a number of views, together with genetic problems, 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 common public

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

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These cognitive principles, perhaps when coupled with more explicit forms of instruction, could be quite powerful for improving the education outcomes of struggling learners. More research is needed with these populations to better understand when and to what extent students may benefit from more explicit use of these potentially powerful cognitive science principles. It is worth considering the role that such cognitive research could play in influencing teacher preparation and practice. For example, a principle, such as interleaved problem types demonstrates fairly robust evidence in laboratory and classroom based studies showing that mathematics learning improves as students develop stronger associations between a given problem type and its corresponding strategy (Rohrer, Dedrick, & Stershic, 2015; Rohrer, ­Dedrick, & Burgess, 2014).

Equivalence is the focus of the chapter by McNeil and coworkers in Chapter 8 so it will not be considered any further here. , Baroody, Ginsburg, & Waxman, 1983; Canobi, 2005; Cowan & Renton, 1996), that is if a + b = c then b + c = a, have been investigated, but as they have not received as much research attention it is more difficult to draw strong conclusions from them compared to the concepts of inversion and equivalence (Crooks & Alibali, 2014; Gilmore & Papadatou-Pastou, 2009; Prather & Alibali, 2009).

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.

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