By David C. Geary, Daniel B. Berch, Robert Ochsendorf, Kathleen Mann Koepke
Acquisition of complicated mathematics abilities and Higher-Order arithmetic Concepts specializes in ordinary and peculiar studying of advanced mathematics talents and higher-order math strategies. As a part of the sequence Mathematical Cognition and Learning, this quantity covers contemporary advances within the knowing of children’s constructing skills with whole-number mathematics, fractions, and rational numbers. each one bankruptcy covers those issues from a number of views, together with genetic problems, cognition, guide, and neural networks.
- Covers leading 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 geared toward expanding the extent of mathematical skillability within the common public
Read Online or Download Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3 (Mathematical Cognition and Learning PDF
Similar developmental psychology books
The publication offers a complete cutting-edge evaluate of present examine on cognitive and utilized elements of eye pursuits. The contents contain peer-reviewed chapters in accordance with a variety of papers provided on the eleventh ecu convention on Eye hobbies (Turku, Finland 2001), supplemented via invited contributions.
Combining empirical proof with indices to degree mattering, relatives concerns: the significance of Mattering to kinfolk in formative years explores the inverse courting among mattering and dysfunctional habit in youth. Defines mattering and distinguishes one of the 3 ways that folks can topic to others: understanding, significance, and reliance makes use of empirical proof from a quantitative analyses of information from a national survey 2,004 children to aid authorвЂ™s assertions Explores the impression of structural and demographic components akin to kinfolk constitution in constructing of a feeling of mattering in young people.
Each baby understands what it skill to play, however the remainder of us can only speculate. Is it one of those edition, educating us abilities, inducting us into definite groups? Is it strength, pursued in video games of prowess? destiny, deployed in video games of probability? having a pipe dream, enacted in paintings? Or is it simply frivolity? Brian Sutton-Smith, a number one proponent of play conception, considers each one risk because it has been proposed, elaborated, and debated in disciplines from biology, psychology, and schooling to metaphysics, arithmetic, and sociology.
This quantity offers the main entire and up to date compendium of conception and learn within the box of human intelligence. all the forty two chapters is written by means of world-renowned specialists of their respective fields, and, jointly, they hide the total diversity of themes of latest curiosity within the research of intelligence.
- The Development of the Person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood
- Cognitive Development: Neo-Piagetian Perspectives
- Developmental Psychology: How Nature and Nurture Interact
- The School of Hawthorne
- Parental Monitoring of Adolescents: Current Perspectives for Researchers and Practitioners
Additional resources for Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3 (Mathematical Cognition and Learning
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. , & Zhou, Y. D. (2005). Teaching and learning fraction and rational numbers: The origins and implications of whole number bias.
Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(66–71). Christou, K. , & Vosniadou, S. (2005). How students interpret literal symbols in algebra: A conceptual change approach. In B. G. Bara, L. Barsalou, & M. ), Proceedings of the XXVII Annual Conference of the Cognitive Science Society (pp. 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.
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. Science, 311, 381–384. Department for Education and Skills (DfES).