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
Read or Download Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3 (Mathematical Cognition and Learning PDF
Similar developmental psychology books
The guide of Self-Regulation represents state of the art insurance of the newest idea, examine, and advancements in functions of self-regulation learn. Chapters are of curiosity to psychologists drawn to the advance and operation of self-regulation in addition to purposes to well-being, organizational, medical, and academic psychology.
Formative years is an important degree of human improvement, a undeniable fact that makes youngsters the valuable aim workforce for social paintings intervention. In flip, most faculties of human improvement and social paintings around the globe have an optional path on young children, with a few providing a focus during this region.
Bringing jointly top gurus, this definitive guide presents a accomplished overview of the sector of cultural psychology. significant theoretical views are defined, and methodological matters and demanding situations are mentioned. the quantity examines how subject matters basic to psychology—identity and social family members, the self, cognition, emotion and motivation, and development—are encouraged by means of cultural meanings and practices.
First released in 1959, Metamorphosis is still one of many nice works of developmental psychology of the earlier century. From his considerate meditation at the assumptions of classical Freudian psychoanalysis, between them the excitement and truth ideas, the kin of force and have an effect on, and the character and explanations of childish amnesia, Schachtel strikes directly to profound reflections at the senses thought of either when it comes to their evolving relation to each other in the course of maturation and as variable components within the conception and cognition of the grownup.
- Children's Mental Health Research: The Power of Partnerships
- Affect Regulation, Mentalization, and the Development of Self
- Cyberbullying in the Global Playground: Research from International Perspectives
- Down Our Way: The Relevance of Neighbourhoods for Parenting and Child Development
- Child Rearing in America: Challenges Facing Parents with Young Children
- Quantum Linguistic Patterning: Volume 2
Extra info for Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3 (Mathematical Cognition and Learning
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).