Cognitive Foundations for Improving Mathematical Learning PDF Download
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Author: David C. Geary
Publisher: Academic Press
ISBN: 0128159537
Category : Psychology
Languages : en
Pages : 380
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Book Description
The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. - Identifies the relative influence of school and family on math learning - Discusses the efficacy of numerical play for improvement in math - Features learning trajectories in math - Examines the role of math language in numeracy skills - Includes assessments of math skills - Explores the role of cognition in treating math-based learning difficulties
Author: David C. Geary
Publisher: Academic Press
ISBN: 0128159537
Category : Psychology
Languages : en
Pages : 380
Get Book Here
Book Description
The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. - Identifies the relative influence of school and family on math learning - Discusses the efficacy of numerical play for improvement in math - Features learning trajectories in math - Examines the role of math language in numeracy skills - Includes assessments of math skills - Explores the role of cognition in treating math-based learning difficulties
Author: David C. Geary
Publisher: Academic Press
ISBN: 0128159529
Category : Psychology
Languages : en
Pages : 378
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Book Description
The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309147433
Category : Education
Languages : en
Pages : 399
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Book Description
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Author: Daniel B. Berch
Publisher: Academic Press
ISBN: 0128019093
Category : Psychology
Languages : en
Pages : 418
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Book Description
Development of Mathematical Cognition: Neural Substrates and Genetic Influences reviews advances in extant imaging modalities and the application of brain stimulation techniques for improving mathematical learning. It goes on to explore the role genetics and environmental influences have in the development of math abilities and disabilities. Focusing on the neural substrates and genetic factors associated with both the typical and atypical development of mathematical thinking and learning, this second volume in the Mathematical Cognition and Learning series integrates the latest in innovative measures and methodological advances from the top researchers in the field. - Provides details about new progress made in the study of neural correlates of numerical and arithmetic cognition - Addresses recent work in quantitative and molecular genetics - Works to improve instruction in numerical, arithmetical, and algebraic thinking and learning - Informs policy to help increase the level of mathematical proficiency among the general public
Author: Roi Cohen Kadosh
Publisher: Oxford University Press
ISBN: 0191036013
Category : Psychology
Languages : en
Pages : 1515
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Book Description
How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vibrant area that brings together scientists from different and diverse research areas (e.g., neuropsychology, cognitive psychology, developmental psychology, comparative psychology, anthropology, education, and neuroscience) using different methodological approaches (e.g., behavioral studies of healthy children and adults and of patients; electrophysiology and brain imaging studies in humans; single-cell neurophysiology in non-human primates, habituation studies in human infants and animals, and computer modeling). While the study of numerical cognition had been relatively neglected for a long time, during the last decade there has been an explosion of studies and new findings. This has resulted in an enormous advance in our understanding of the neural and cognitive mechanisms of numerical cognition. In addition, there has recently been increasing interest and concern about pupils' mathematical achievement in many countries, resulting in attempts to use research to guide mathematics instruction in schools, and to develop interventions for children with mathematical difficulties. This handbook brings together the different research areas that make up the field of numerical cognition in one comprehensive and authoritative volume. The chapters provide a broad and extensive review that is written in an accessible form for scholars and students, as well as educationalists, clinicians, and policy makers. The book covers the most important aspects of research on numerical cognition from the areas of development psychology, cognitive psychology, neuropsychology and rehabilitation, learning disabilities, human and animal cognition and neuroscience, computational modeling, education and individual differences, and philosophy. Containing more than 60 chapters by leading specialists in their fields, the Oxford Handbook of Numerical Cognition is a state-of-the-art review of the current literature.
Author: David C. Geary
Publisher: Academic Press
ISBN: 0128133686
Category : Psychology
Languages : en
Pages : 362
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Book Description
Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children's developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks. - Covers innovative measures and recent methodological advances in mathematical thinking and learning - Contains contributions that improve instruction and education in these domains - Informs policy aimed at increasing the level of mathematical proficiency in the general public
Author: Barbara Oakley, PhD
Publisher: Penguin
ISBN: 052550446X
Category : Juvenile Nonfiction
Languages : en
Pages : 258
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Book Description
A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: Why sometimes letting your mind wander is an important part of the learning process How to avoid "rut think" in order to think outside the box Why having a poor memory can be a good thing The value of metaphors in developing understanding A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Allen C. Rosales
Publisher: Redleaf Press
ISBN: 1605543969
Category : Education
Languages : en
Pages : 150
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Book Description
This proven, accessible approach to a curriculum presents a learner-centered approach to math education. Mathematizing provides both the emergent curriculum and professional development frameworks to help young children learn math throughout their everyday routine and to facilitate teachers' understanding of how to see and support children's math learning at every turn. With this book and its plentitude of case studies, illustrations, photographs, and documentation, the mathematizing adult can interpret children's interests and use that knowledge as a catalyst for creating meaningful and purposeful mathematical lessons and interactions.
Author: Jennifer S. McCray
Publisher: Routledge
ISBN: 131729517X
Category : Education
Languages : en
Pages : 183
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Book Description
Growing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topics—informed by the thinking, commitment, and experience of both groups—helps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge research findings, and prompting developmental researchers to consider their work within the framework of practice. Growing Mathematical Minds identifies and elucidates research with profound implications for teaching children from three to eight years so they develop foundational math knowledge and skills, positive attitudes toward math, and basic abilities to think mathematically.
