Download Cognitive Foundations for Improving Mathematical Learning Ebook PDF

Cognitive Foundations for Improving Mathematical Learning

Cognitive Foundations for Improving Mathematical Learning
A Book

by David C. Geary,Daniel B. Berch,Kathleen Mann Koepke

  • Publisher : Academic Press
  • Release : 2019-01-03
  • Pages : 377
  • ISBN : 0128159537
  • Language : En, Es, Fr & De
GET BOOK

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

Development of Mathematical Cognition

Development of Mathematical Cognition
Neural Substrates and Genetic Influences

by Daniel B. Berch,David C. Geary,Kathleen Mann Koepke

  • Publisher : Academic Press
  • Release : 2015-10-03
  • Pages : 414
  • ISBN : 0128019093
  • Language : En, Es, Fr & De
GET BOOK

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

Learning and Teaching Early Math

Learning and Teaching Early Math
The Learning Trajectories Approach

by Douglas H. Clements,Julie Sarama

  • Publisher : Routledge
  • Release : 2020-12-30
  • Pages : 468
  • ISBN : 1000288544
  • Language : En, Es, Fr & De
GET BOOK

The third edition of this significant and groundbreaking book summarizes current research into how young children learn mathematics and how best to develop foundational knowledge to realize more effective teaching. Using straightforward, practical language, early math experts Douglas Clements and Julie Sarama show how learning trajectories help teachers understand children’s level of mathematical understanding and lead to better teaching. By focusing on the inherent delight and curiosity behind young children’s mathematical reasoning, learning trajectories ultimately make teaching more joyous: helping teachers understand the varying levels of knowledge exhibited by individual students, it allows them to better meet the learning needs of all children. This thoroughly revised and contemporary third edition of Learning and Teaching Early Math remains the definitive, research-based resource to help teachers understand the learning trajectories of early mathematics and become confident, credible professionals. The new edition draws on numerous new research studies, offers expanded international examples, and includes updated illustrations throughout. This new edition is closely linked with Learning and Teaching with Learning Trajectories–[LT]2–an open-access, web-based tool for early childhood educators to learn about how children think and learn about mathematics. Head to LearningTrajectories.org for ongoing updates, interactive games, and practical tools that support classroom learning.

Foundations of Geometric Cognition

Foundations of Geometric Cognition
A Book

by Mateusz Hohol

  • Publisher : Routledge
  • Release : 2019-09-12
  • Pages : 188
  • ISBN : 042950859X
  • Language : En, Es, Fr & De
GET BOOK

The cognitive foundations of geometry have puzzled academics for a long time, and even today are mostly unknown to many scholars, including mathematical cognition researchers. Foundations of Geometric Cognition shows that basic geometric skills are deeply hardwired in the visuospatial cognitive capacities of our brains, namely spatial navigation and object recognition. These capacities, shared with non-human animals and appearing in early stages of the human ontogeny, cannot, however, fully explain a uniquely human form of geometric cognition. In the book, Hohol argues that Euclidean geometry would not be possible without the human capacity to create and use abstract concepts, demonstrating how language and diagrams provide cognitive scaffolding for abstract geometric thinking, within a context of a Euclidean system of thought. Taking an interdisciplinary approach and drawing on research from diverse fields including psychology, cognitive science, and mathematics, this book is a must-read for cognitive psychologists and cognitive scientists of mathematics, alongside anyone interested in mathematical education or the philosophical and historical aspects of geometry.

Mathematics Learning in Early Childhood

Mathematics Learning in Early Childhood
Paths Toward Excellence and Equity

by National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Early Childhood Mathematics

  • Publisher : National Academies Press
  • Release : 2009-12-13
  • Pages : 398
  • ISBN : 0309128064
  • Language : En, Es, Fr & De
GET BOOK

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.

The Mathematical Brain Across the Lifespan

The Mathematical Brain Across the Lifespan
A Book

by Anonim

  • Publisher : Elsevier
  • Release : 2016-06-20
  • Pages : 416
  • ISBN : 0444637028
  • Language : En, Es, Fr & De
GET BOOK

The Mathematical Brain Across the Lifespan is the latest volume in the Progress in Brain Research series that focuses on new trends and developments. This established international series examines major areas of basic and clinical research within the neurosciences, as well as popular and emerging subfields. Provides a comprehensive review of the most recent progress in the mathematical brain across the lifespan Explores new trends and developments in the field Enhances the literature of neuroscience by further expanding the established, ongoing international series Progress in Brain Research

The Cognitive Foundations of Reading and Its Acquisition

The Cognitive Foundations of Reading and Its Acquisition
A Framework with Applications Connecting Teaching and Learning

by Wesley A. Hoover,William E. Tunmer

  • Publisher : Springer Nature
  • Release : 2020-06-09
  • Pages : 263
  • ISBN : 3030441954
  • Language : En, Es, Fr & De
GET BOOK

This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.

Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts

Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts
A Book

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

  • Publisher : Academic Press
  • Release : 2017-02-08
  • Pages : 360
  • ISBN : 0128133686
  • Language : En, Es, Fr & De
GET BOOK

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

Cognitive Foundations of Natural History

Cognitive Foundations of Natural History
Towards an Anthropology of Science

by Scott Atran

  • Publisher : Cambridge University Press
  • Release : 1993-01-29
  • Pages : 360
  • ISBN : 9780521438711
  • Language : En, Es, Fr & De
GET BOOK

Inspired by a debate between Noam Chomsky and Jean Piaget, this work traces the development of natural history from Aristotle to Darwin, and demonstrates how the science of plants and animals has emerged from the common conceptions of folkbiology.

Deaf Cognition

Deaf Cognition
Foundations and Outcomes

by Marc Marschark,Peter C Hauser

  • Publisher : Oxford University Press
  • Release : 2008-06-30
  • Pages : 496
  • ISBN : 9780199709397
  • Language : En, Es, Fr & De
GET BOOK

Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population.

Evolutionary Origins and Early Development of Number Processing

Evolutionary Origins and Early Development of Number Processing
A Book

by David C. Geary,Daniel B. Berch,Kathleen Mann Koepke

  • Publisher : Academic Press
  • Release : 2014-11-04
  • Pages : 400
  • ISBN : 0128008881
  • Language : En, Es, Fr & De
GET BOOK

The first volume in this ground-breaking series focuses on the origins and early development of numerical cognition in non-human primates, lower vertebrates, human infants, and preschool children. The text will help readers understand the nature and complexity of these foundational quantitative concepts and skills along with evolutionary precursors and early developmental trajectories. Brings together and focuses the efforts and research of multiple disciplines working in math cognition. The contributors bring vast knowledge and experience to bear on resolving extant substantive and methodological challenges to help advance the field of basic number processing. Introductory sections and summaries will be included to provide background for non-specialist readers.

Sociocognitive Foundations of Educational Measurement

Sociocognitive Foundations of Educational Measurement
A Book

by Robert J. Mislevy

  • Publisher : Routledge
  • Release : 2018-04-09
  • Pages : 438
  • ISBN : 1317976525
  • Language : En, Es, Fr & De
GET BOOK

Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
Results from the COACTIV Project

by Mareike Kunter,Jürgen Baumert,Werner Blum,Ute Klusmann,Stefan Krauss,Michael Neubrand

  • Publisher : Springer Science & Business Media
  • Release : 2013-03-29
  • Pages : 378
  • ISBN : 1461451493
  • Language : En, Es, Fr & De
GET BOOK

This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?

Cognitive Science and Mathematics Education

Cognitive Science and Mathematics Education
A Book

by Alan H. Schoenfeld

  • Publisher : Psychology Press
  • Release : 1987
  • Pages : 291
  • ISBN : 9780805800579
  • Language : En, Es, Fr & De
GET BOOK

This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

Mathematical Reasoning

Mathematical Reasoning
Analogies, Metaphors, and Images

by Lyn D. English

  • Publisher : Routledge
  • Release : 2013-04-03
  • Pages : 392
  • ISBN : 1136491147
  • Language : En, Es, Fr & De
GET BOOK

How we reason with mathematical ideas continues to be a fascinating and challenging topic of research--particularly with the rapid and diverse developments in the field of cognitive science that have taken place in recent years. Because it draws on multiple disciplines, including psychology, philosophy, computer science, linguistics, and anthropology, cognitive science provides rich scope for addressing issues that are at the core of mathematical learning. Drawing upon the interdisciplinary nature of cognitive science, this book presents a broadened perspective on mathematics and mathematical reasoning. It represents a move away from the traditional notion of reasoning as "abstract" and "disembodied", to the contemporary view that it is "embodied" and "imaginative." From this perspective, mathematical reasoning involves reasoning with structures that emerge from our bodily experiences as we interact with the environment; these structures extend beyond finitary propositional representations. Mathematical reasoning is imaginative in the sense that it utilizes a number of powerful, illuminating devices that structure these concrete experiences and transform them into models for abstract thought. These "thinking tools"--analogy, metaphor, metonymy, and imagery--play an important role in mathematical reasoning, as the chapters in this book demonstrate, yet their potential for enhancing learning in the domain has received little recognition. This book is an attempt to fill this void. Drawing upon backgrounds in mathematics education, educational psychology, philosophy, linguistics, and cognitive science, the chapter authors provide a rich and comprehensive analysis of mathematical reasoning. New and exciting perspectives are presented on the nature of mathematics (e.g., "mind-based mathematics"), on the array of powerful cognitive tools for reasoning (e.g., "analogy and metaphor"), and on the different ways these tools can facilitate mathematical reasoning. Examples are drawn from the reasoning of the preschool child to that of the adult learner.

International Handbook of Mathematical Learning Difficulties

International Handbook of Mathematical Learning Difficulties
From the Laboratory to the Classroom

by Annemarie Fritz,Vitor Geraldi Haase,Pekka Räsänen

  • Publisher : Springer
  • Release : 2019-01-30
  • Pages : 843
  • ISBN : 3319971484
  • Language : En, Es, Fr & De
GET BOOK

This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there’s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it’s time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

Continuous Issues in Numerical Cognition

Continuous Issues in Numerical Cognition
How Many or How Much

by Avishai Henik

  • Publisher : Academic Press
  • Release : 2016-05-18
  • Pages : 456
  • ISBN : 0128017937
  • Language : En, Es, Fr & De
GET BOOK

Continuous Issues in Numerical Cognition: How Many or How Much re-examines the widely accepted view that there exists a core numerical system within human beings and an innate ability to perceive and count discrete quantities. This core knowledge involves the brain’s intraparietal sulcus, and a deficiency in this region has traditionally been thought to be the basis for arithmetic disability. However, new research findings suggest this wide agreement needs to be examined carefully and that perception of sizes and other non-countable amounts may be the true precursors of numerical ability. This cutting-edge book examines the possibility that perception and evaluation of non-countable dimensions may be involved in the development of numerical cognition. Discussions of the above and related issues are important for the achievement of a comprehensive understanding of numerical cognition, its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills. Serves as an innovative reference on the emerging field of numerical cognition and the branches that converge on this diverse topic Features chapters from leading researchers in the field Includes an overview of the multiple disciplines that comprise numerical cognition and discusses the measures that can be used in analysis Introduces novel ideas that connect non-countable continuous variables to numerical cognition

The Cognitive Foundations of Personality Traits

The Cognitive Foundations of Personality Traits
A Book

by Shulamith Kreitler,Hans Kreitler

  • Publisher : Springer Science & Business Media
  • Release : 2013-06-29
  • Pages : 405
  • ISBN : 148992227X
  • Language : En, Es, Fr & De
GET BOOK

Hardly anything in psychology is as irking as the trait concept. Psychologists and laypersons alike use primarily adjective trait-names to characterize and even concep tualize the individuals they encounter. There are more than a hundred well-defined personality traits and a great many questionnaires for their assessment, some of which are designed to assess the same or very similar traits. Little is known about their ontogenetic development and even less about their underlying dynamics. Psy choanalytic theory was invoked for explaining the psychodynamics underlying a few personality traits without, however, presenting sufficient empirical evidence for the validity of these interpretations. In a reductionistic vein, behaviorally inclined psy chologists have propounded the thesis that all traits are acquired behaviors. Yet, this view neither reduces the number of personality tests nor explains the resistance of traits to modification by means of reward and punishment. Dissatisfied with these and some other less well-known approaches to person ality traits, we decided to explore whether applying our psychosemantic theory of cognition to the trait concept would do better. The way we had to follow was anything but easy.

Mathematical Learning and Cognition in Early Childhood

Mathematical Learning and Cognition in Early Childhood
Integrating Interdisciplinary Research into Practice

by Katherine M. Robinson,Helena P. Osana,Donna Kotsopoulos

  • Publisher : Springer
  • Release : 2019-05-07
  • Pages : 274
  • ISBN : 3030128954
  • Language : En, Es, Fr & De
GET BOOK

This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.

Foundations of Rule Learning

Foundations of Rule Learning
A Book

by Johannes Fürnkranz,Dragan Gamberger,Nada Lavrač

  • Publisher : Springer Science & Business Media
  • Release : 2012-11-06
  • Pages : 334
  • ISBN : 3540751971
  • Language : En, Es, Fr & De
GET BOOK

Rules – the clearest, most explored and best understood form of knowledge representation – are particularly important for data mining, as they offer the best tradeoff between human and machine understandability. This book presents the fundamentals of rule learning as investigated in classical machine learning and modern data mining. It introduces a feature-based view, as a unifying framework for propositional and relational rule learning, thus bridging the gap between attribute-value learning and inductive logic programming, and providing complete coverage of most important elements of rule learning. The book can be used as a textbook for teaching machine learning, as well as a comprehensive reference to research in the field of inductive rule learning. As such, it targets students, researchers and developers of rule learning algorithms, presenting the fundamental rule learning concepts in sufficient breadth and depth to enable the reader to understand, develop and apply rule learning techniques to real-world data.