LEADER 05659nam 22007335 450 001 9910728938003321 005 20240123102144.0 010 $a3-031-29195-6 024 7 $a10.1007/978-3-031-29195-1 035 $a(MiAaPQ)EBC30558427 035 $a(Au-PeEL)EBL30558427 035 $a(OCoLC)1381094966 035 $a(DE-He213)978-3-031-29195-1 035 $a(BIP)088809116 035 $a(CKB)26816391300041 035 $a(EXLCZ)9926816391300041 100 $a20230531d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMathematical Cognition and Understanding $ePerspectives on Mathematical Minds in the Elementary and Middle School Years /$fedited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (285 pages) 311 08$aPrint version: Robinson, Katherine M. Mathematical Cognition and Understanding Cham : Springer International Publishing AG,c2023 9783031291944 327 $a1. 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. 330 $aThis 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. 606 $aMathematics?Study and teaching 606 $aEducational psychology 606 $aEducation 606 $aChildren 606 $aMathematics Education 606 $aEducational Psychology 606 $aChildhood Education 606 $aEnsenyament de la matemàtica$2thub 606 $aEducació primària$2thub 606 $aEducació secundària$2thub 606 $aCognició en els infants$2thub 608 $aLlibres electrònics$2thub 610 $aMathematics 615 0$aMathematics?Study and teaching. 615 0$aEducational psychology. 615 0$aEducation. 615 0$aChildren. 615 14$aMathematics Education. 615 24$aEducational Psychology. 615 24$aChildhood Education. 615 7$aEnsenyament de la matemàtica 615 7$aEducació primària 615 7$aEducació secundària 615 7$aCognició en els infants 676 $a372.7019 700 $aRobinson$b Katherine M$01367072 701 $aDubé$b Adam K$01367073 701 $aKotsopoulos$b Donna$01367021 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910728938003321 996 $aMathematical Cognition and Understanding$93389812 997 $aUNINA