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

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

Acquisition of complicated mathematics talents and Higher-Order arithmetic Concepts specializes in standard and extraordinary studying of advanced mathematics abilities and higher-order math innovations. As a part of the sequence Mathematical Cognition and Learning, this quantity covers contemporary advances within the figuring out 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 issues, cognition, guide, and neural networks.

  • Covers cutting edge measures and up to date methodological advances in mathematical pondering and learning
  • Contains contributions that increase guide and schooling in those domains
  • Informs coverage aimed toward expanding the extent of mathematical talent within the normal public

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

Sample text

Sweller, J. (2015). In academe, what is learned, and how is it learned? Current Directions in Psychological Science, 24, 190–194. , & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89. , & Sweller, J. (2013). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265–283. , & Vosniadou, S. (2010). Understanding the structure of the set of rational numbers: A conceptual change approach.

2014). Executive functioning and mathematics achievement. Child ­Development Perspectives, 8, 36–41. Bynner, J. (1997). Basic skills in adolescents’ occupational preparation. Career Development ­Quarterly, 45, 305–321. Case, R. (1996). Introduction: reconceptualizing the nature of children’s conceptual structures and their development in middle childhood. Monographs of the Society for Research in Child ­Development, 61(1–2), 1–26. Clement, J. (1982). Students’ preconceptions in introductory mechanics.

When students encounter new or novel problems, they can make use of their conceptual knowledge to generate novel problem solving procedures (Schneider, Rittle-Johnson, & Star, 2011). The generation of these procedures suggests that the students at least implicitly understand the associated concepts. If children spontaneously report using conceptual knowledge to solve problems then they are demonstrating explicit knowledge which is typically considered a more stringent measure of their conceptual understanding (Canobi, 2009) as compared to, when they are taught conceptually-based problem solving procedures (Carpenter, 1986).

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