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 average and odd studying of advanced mathematics talents and higher-order math options. As a part of the sequence Mathematical Cognition and Learning, this quantity covers contemporary advances within the figuring out of children’s constructing potential with whole-number mathematics, fractions, and rational numbers. every one bankruptcy covers those subject matters from a number of views, together with genetic problems, cognition, guide, and neural networks.

  • Covers cutting edge measures and up to date methodological advances in mathematical pondering 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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Additional info for Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3 (Mathematical Cognition and Learning

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Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press. , & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109–129. , & Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108, 869–882. Martin, S. , & Bassok, M. (2005). Effects of semantic cues on mathematical modeling: Evidence from word-problem solving and equation construction tasks.

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. , & Zhou, Y. D. (2005). Teaching and learning fraction and rational numbers: The origins and implications of whole number bias.

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. Educational Psychologist, 40, 27–52. , & Verschaffel, L. (2013). The natural number bias and magnitude representation in fraction comparison by expert mathematicians.

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