東華大學圖書館 |

Mathematical cognition and understanding = perspectives on mathematical minds in the elementary and middle school years /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematical cognition and understanding/ edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos.
Reminder of title:	perspectives on mathematical minds in the elementary and middle school years /
other author:	Robinson, Katherine M.
Published:	Cham :Springer International Publishing : : 2023.,
Description:	1 online resource (x, 287 p.) :ill., digital ;24 cm.
[NT 15003449]:	1. An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years -- Part I. Cognitive Factors -- 2. Infusing spatial thinking into elementary and middle school mathematics: What, why, and how? -- 3. Understanding the relationship between attention, executive functions, and mathematics: Using a function-specific approach for understanding and remediating mathematics learning -- 4. Instructional support for fact fluency among students with mathematics difficulties -- 5. The development of arithmetic strategy use in the brain -- 6. The role of neuropsychological processes in mathematics: Implications for assessment and instruction -- 7. The interplay between motivation and cognition in elementary and middle school mathematics -- 8. Design principles for digital mathematical games that promote positive achievement emotions and achievement -- Part II. Mathematical Understanding -- 9. The number line in the elementary classroom as a vehicle for mathematical understanding -- 10. Longitudinal approaches to investigating arithmetic concepts across the elementary and middle school years -- 11. Obstacles in the development of the understanding of fractions -- 12. The role of groundedness and attribute on students' partitioning of quantity -- 13. Designing worked examples to teach students fractions -- 14. Developing fraction sense in students with mathematics difficulties: From research to practice -- Index.
Contained By:	Springer Nature eBook
Subject:	Mathematics - Study and teaching (Elementary) -
Online resource:	https://doi.org/10.1007/978-3-031-29195-1
ISBN:	9783031291951

Mathematical cognition and understanding = perspectives on mathematical minds in the elementary and middle school years /
Mathematical cognition and understandingperspectives on mathematical minds in the elementary and middle school years /[electronic resource] :edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos. - Cham :Springer International Publishing :2023. - 1 online resource (x, 287 p.) :ill., digital ;24 cm.

1. An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years -- Part I. Cognitive Factors -- 2. Infusing spatial thinking into elementary and middle school mathematics: What, why, and how? -- 3. Understanding the relationship between attention, executive functions, and mathematics: Using a function-specific approach for understanding and remediating mathematics learning -- 4. Instructional support for fact fluency among students with mathematics difficulties -- 5. The development of arithmetic strategy use in the brain -- 6. The role of neuropsychological processes in mathematics: Implications for assessment and instruction -- 7. The interplay between motivation and cognition in elementary and middle school mathematics -- 8. Design principles for digital mathematical games that promote positive achievement emotions and achievement -- Part II. Mathematical Understanding -- 9. The number line in the elementary classroom as a vehicle for mathematical understanding -- 10. Longitudinal approaches to investigating arithmetic concepts across the elementary and middle school years -- 11. Obstacles in the development of the understanding of fractions -- 12. The role of groundedness and attribute on students' partitioning of quantity -- 13. Designing worked examples to teach students fractions -- 14. Developing fraction sense in students with mathematics difficulties: From research to practice -- Index.

This book focuses on elementary and middle school children's understanding of mathematics as well as the cognitive aspects involved in the development of mathematical knowledge, skills, and understanding. Children's success in and understanding of mathematics stem from factors beyond the mathematics curriculum. Researchers are increasingly becoming aware of the necessity to consider a complex set of variables when accounting for large individual differences in mathematics achievement. These chapters contribute to how both researchers and educators can consider the multidimensionality of skills involved in developing mathematical knowledge in the middle school years as well as to how this knowledge can be used to enhance practices in the mathematics classroom. Topics include the cognitive and spatial skills involved in mathematics knowledge, the role of motivation in mathematics learning, the neurological processes and development of children's mathematics skills, the development of understanding of arithmetic and fraction concepts, the factors relating to children's word problem success, and techniques to promote mathematics understanding. This book and its companion, Mathematical Teaching and Learning, take an interdisciplinary perspective to mathematical learning and development in the elementary and middle school years. The authors and perspectives in this book draw from education, neuroscience, developmental psychology, and cognitive psychology. The book will be relevant to scholars/educators in the field of mathematics education and also those in childhood development and cognition. Each chapter also includes practical tips and implications for parents as well as for educators and researchers.

ISBN: 9783031291951

Standard No.: 10.1007/978-3-031-29195-1doiSubjects--Topical Terms:

3633908
Mathematics
--Study and teaching (Elementary)

LC Class. No.: QA135.6

Dewey Class. No.: 372.7019

Mathematical cognition and understanding = perspectives on mathematical minds in the elementary and middle school years /
LDR:04330nmm a2200349 a 4500 001 2318686
003 DE-He213
005 20230531123401.0
006 m d
007 cr nn 008maaau
008 230902s2023 sz s 0 eng d
020 $a 9783031291951 $q (electronic bk.)
020 $a 9783031291944 $q (paper)
024 7 $a 10.1007/978-3-031-29195-1 $2 doi
035 $a 978-3-031-29195-1
040 $a GP $c GP
041 0 $a eng
050 4 $a QA135.6
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PB $2 thema
082 0 4 $a 372.7019 $2 23
090 $a QA135.6 $b .M426 2023
245 0 0 $a Mathematical cognition and understanding $h [electronic resource] : $b perspectives on mathematical minds in the elementary and middle school years / $c edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2023.
300 $a 1 online resource (x, 287 p.) : $b ill., digital ; $c 24 cm.
505 0 $a 1. An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years -- Part I. Cognitive Factors -- 2. Infusing spatial thinking into elementary and middle school mathematics: What, why, and how? -- 3. Understanding the relationship between attention, executive functions, and mathematics: Using a function-specific approach for understanding and remediating mathematics learning -- 4. Instructional support for fact fluency among students with mathematics difficulties -- 5. The development of arithmetic strategy use in the brain -- 6. The role of neuropsychological processes in mathematics: Implications for assessment and instruction -- 7. The interplay between motivation and cognition in elementary and middle school mathematics -- 8. Design principles for digital mathematical games that promote positive achievement emotions and achievement -- Part II. Mathematical Understanding -- 9. The number line in the elementary classroom as a vehicle for mathematical understanding -- 10. Longitudinal approaches to investigating arithmetic concepts across the elementary and middle school years -- 11. Obstacles in the development of the understanding of fractions -- 12. The role of groundedness and attribute on students' partitioning of quantity -- 13. Designing worked examples to teach students fractions -- 14. Developing fraction sense in students with mathematics difficulties: From research to practice -- Index.
520 $a This book focuses on elementary and middle school children's understanding of mathematics as well as the cognitive aspects involved in the development of mathematical knowledge, skills, and understanding. Children's success in and understanding of mathematics stem from factors beyond the mathematics curriculum. Researchers are increasingly becoming aware of the necessity to consider a complex set of variables when accounting for large individual differences in mathematics achievement. These chapters contribute to how both researchers and educators can consider the multidimensionality of skills involved in developing mathematical knowledge in the middle school years as well as to how this knowledge can be used to enhance practices in the mathematics classroom. Topics include the cognitive and spatial skills involved in mathematics knowledge, the role of motivation in mathematics learning, the neurological processes and development of children's mathematics skills, the development of understanding of arithmetic and fraction concepts, the factors relating to children's word problem success, and techniques to promote mathematics understanding. This book and its companion, Mathematical Teaching and Learning, take an interdisciplinary perspective to mathematical learning and development in the elementary and middle school years. The authors and perspectives in this book draw from education, neuroscience, developmental psychology, and cognitive psychology. The book will be relevant to scholars/educators in the field of mathematics education and also those in childhood development and cognition. Each chapter also includes practical tips and implications for parents as well as for educators and researchers.
650 0 $a Mathematics $x Study and teaching (Elementary) $x Psychological aspects. $3 3633908
650 0 $a Mathematics $x Study and teaching (Middle school) $x Psychological aspects. $3 3633909
650 0 $a Cognition in children. $3 517684
650 1 4 $a Mathematics Education. $3 637497
650 2 4 $a Educational Psychology. $3 1005868
650 2 4 $a Childhood Education. $3 899005
700 1 $a Robinson, Katherine M. $3 3410116
700 1 $a Dube, Adam K. $3 3633907
700 1 $a Kotsopoulos, Donna. $3 3410118
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-031-29195-1
950 $a Education (SpringerNature-41171)