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

Acquisition of complicated mathematics talents and Higher-Order arithmetic Concepts makes a speciality of standard and peculiar studying of complicated mathematics abilities and higher-order math innovations. As a part of the sequence Mathematical Cognition and Learning, this quantity covers contemporary advances within the knowing of children’s constructing advantage 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 increase guideline and schooling in those domains
  • Informs coverage aimed toward expanding the extent of mathematical talent within the basic public

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

Example text

The second implication concerns the cognitive abilities that facilitate the ­development of mathematical expertise. As noted, learning in evolutionarily novel domains, including much of academic mathematics is predicted to be dependent on working memory capacity and competence at explicit problem solving. One component of the former is the ability to inhibit prior knowledge Insights from Cognitive Science on Mathematical Learning Chapter | 1 9 from influencing abstract problem solving (Stanovich & West, 2000).

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.

Although the inhibition component of working memory is not as consistently related to mathematics achievement as the updating component (see Bull & Lee, 2014), it has not been thoroughly examined with respect to the potential disrupting effects of everyday experiences and prior mathematical knowledge on error ­patterns during mathematical problem solving. ’s (this volume) dual process model is based on the same argument, although not from an evolutionary perspective, and their description of incongruency effects—where knowledge of whole number properties leads to incorrect inferences about ­rational number properties—is consistent with a role for inhibition as a moderator of the influence of prior knowledge on aspects of mathematical learning and problem solving.

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