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Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog
| Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog |
| Pubbl/distr/stampa | Berlin ; ; Boston : , : De Gruyter, , [2021] |
| Descrizione fisica | 1 online resource (XV, 417 p.) |
| Collana | DaZ-Forschung [DaZ-For] |
| Soggetto topico | SCIENCE / General |
| Soggetto non controllato |
Entwicklung mathematischer Fertigkeiten
Interdisziplinäre Bildungsforschung Mehrsprachigkeit Spracherwerb |
| ISBN | 3-11-066194-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Foreword -- Introduction -- Acknowledgments -- Contents -- I Perspectives on mathematics and language of different disciplines -- The diversity of linguistic references to quantities across the world's cultures -- Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers -- A neuropsychological perspective on the development of and the interrelation between numerical and language processing -- Culture and language: How do these influence arithmetic? -- Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students' learning processes -- II Language learning and mathematics development -- Ties of math and language: A cognitive developmental perspective -- The relative importance of "parental talk" as a predictor of the diversity in mathematics learning in young children -- Number words, quantifiers, and arithmetic development with particular respect of zero -- III Multilingualism and mathematical learning -- Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation -- Exact number representations in first and second language -- Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups -- IV Vision, hearing, and speech language impairments -- Numerical competencies in preschoolers with language difficulties -- Disentangling the relationship between mathematical learning disability and second-language acquisition -- Blindness and deafness: A window to study the visual and verbal basis of the number sense -- V Language as learning resource in school -- Reading and writing words and numbers: Similarities, differences, and implications -- The assessment of mathematics vocabulary in the elementary and middle school grades -- Language issues in mathematics word problems for English learners -- Fifth-grade students' production of mathematical word problems -- The influence of reading comprehension on solving mathematical word problems: A situation model approach -- Supporting teachers to scaffold students' language for mathematical learning -- About the editors -- List of authors |
| Record Nr. | UNISA-996423847703316 |
| Berlin ; ; Boston : , : De Gruyter, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog
| Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog |
| Pubbl/distr/stampa | Berlin ; ; Boston : , : De Gruyter, , [2021] |
| Descrizione fisica | 1 online resource (XV, 417 p.) |
| Collana | DaZ-Forschung [DaZ-For] |
| Soggetto topico | SCIENCE / General |
| Soggetto non controllato |
Entwicklung mathematischer Fertigkeiten
Interdisziplinäre Bildungsforschung Mehrsprachigkeit Spracherwerb |
| ISBN | 3-11-066194-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Foreword -- Introduction -- Acknowledgments -- Contents -- I Perspectives on mathematics and language of different disciplines -- The diversity of linguistic references to quantities across the world's cultures -- Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers -- A neuropsychological perspective on the development of and the interrelation between numerical and language processing -- Culture and language: How do these influence arithmetic? -- Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students' learning processes -- II Language learning and mathematics development -- Ties of math and language: A cognitive developmental perspective -- The relative importance of "parental talk" as a predictor of the diversity in mathematics learning in young children -- Number words, quantifiers, and arithmetic development with particular respect of zero -- III Multilingualism and mathematical learning -- Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation -- Exact number representations in first and second language -- Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups -- IV Vision, hearing, and speech language impairments -- Numerical competencies in preschoolers with language difficulties -- Disentangling the relationship between mathematical learning disability and second-language acquisition -- Blindness and deafness: A window to study the visual and verbal basis of the number sense -- V Language as learning resource in school -- Reading and writing words and numbers: Similarities, differences, and implications -- The assessment of mathematics vocabulary in the elementary and middle school grades -- Language issues in mathematics word problems for English learners -- Fifth-grade students' production of mathematical word problems -- The influence of reading comprehension on solving mathematical word problems: A situation model approach -- Supporting teachers to scaffold students' language for mathematical learning -- About the editors -- List of authors |
| Record Nr. | UNINA-9910774601603321 |
| Berlin ; ; Boston : , : De Gruyter, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Individual Differences in Arithmetical Development
| Individual Differences in Arithmetical Development |
| Autore | Dowker Ann |
| Pubbl/distr/stampa | Frontiers Media SA, 2020 |
| Descrizione fisica | 1 electronic resource (295 p.) |
| Soggetto topico |
Science: general issues
Psychology |
| Soggetto non controllato |
mathematical cognition
individual differences mathematical development domain general abilities numerical abilities children educational assessment educational interventions |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910557781503321 |
Dowker Ann
|
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| Frontiers Media SA, 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical difficulties : psychology and intervention / / editor, Ann Dowker
| Mathematical difficulties : psychology and intervention / / editor, Ann Dowker |
| Pubbl/distr/stampa | London, : Academic, 2008 |
| Descrizione fisica | 1 online resource (273 p.) |
| Disciplina |
510.71
513.019 |
| Altri autori (Persone) | DowkerAnn |
| Collana | Educational psychology series |
| Soggetto topico |
Mathematical ability
Mathematical ability in children Mathematics - Psychological aspects |
| ISBN |
1-281-76236-9
9786611762360 0-08-055977-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Mathematical Difficulties: Psychology and Intervention; Copyright Page; Contents; List of contributors; Introduction; Chapter 1. Neural Correlates of Number Processing and Calculation: Developmental Trajectories and Educational Implications; Introduction; Neuroanatomical Correlates of Number Processing and Calculation: Are They Identical in Developing and Mature Brain Systems?; Are Neuroimaging Studies Apt to Have Any Educational Implications?; Synopsis; Chapter 2. Toward a Developmental Cognitive Neuroscience Approach to the Study of Typical and Atypical Number Development
IntroductionNumber Processing in the Adult Brain; Number Processing in the Typically Developing Brain; Number Processing in the Atypically Developing Brain; Future Directions; Conclusions; Acknowledgments; Chapter 3. A Number Sense Assessment Tool for Identifying Children at Risk for Mathematical Difficulties; What Is Number Sense?; Components of Number Sense; Predictability of Number Sense; Developing a Number Sense Battery; Acknowledgments; Appendix; Chapter 4. The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Support It Social, Political, and Research InfluencesThe Content of Early Mathematics; The Different Components of Early Mathematics; What is Good Early Mathematics Teaching?; Teachers' Conceptions about EME; How Good is Early Mathematics Teaching? Are Teachers Ready for it?; The Status of EME Professional Development; An Example: Big Math for Little Kids; Needed Support for an EME Program; Conclusion; Chapter 5. Progression in Numeracy Ages 5-11: Results from the Leverhulme Longitudinal Study; Background and Aims; Methods and Data Sources; Results and Discussion; Conclusions Chapter 6. An Analysis of Children's Numerical Difficulties with the Aid of a Dyscalculia Test Battery and a Presentation of Remedial Approaches to Facilitate Aspects of Numerical DevelopmentIntroduction; A Dyscalculia Test Battery; A Multisensory Remedial Approach for Learning the Multiplication Tables; Dyscalculia Test Battery Assessment; Dyscalculia Test Battery Assessment; Dyscalculia Test Battery Assessment; General Discussion and Conclusion; Acknowledgments; Chapter 7. Children With and Without Mathematics Difficulties: Aspects of Learner Characteristics in a Developmental Perspective Results and DiscussionChapter 8. Number Development and Children with Specific Language Impairment; Introduction; Method; Results; Discussion; Acknowledgments; Chapter 9. The Performance of Dyslexic and Non-Dyslexic Boys at Division Sums; Introduction; Participants, Apparatus and Method; Results; Discussion; Some Practical Implications; Concluding Remarks; Chapter 10. Numeracy Recovery with Children with Arithmetical Difficulties: Intervention and Research; Part 1: Numeracy Recovery Scheme; Part 2: Study of Children with Arithmetical Dif. culties; Discussion; Acknowledgments Chapter 11. Mathematics Recovery: An Early Number Program Focusing on Intensive Intervention |
| Record Nr. | UNINA-9910832978803321 |
| London, : Academic, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Oxford handbook of numerical cognition / / edited by Roi Cohen Kadosh and Ann Dowker
| Oxford handbook of numerical cognition / / edited by Roi Cohen Kadosh and Ann Dowker |
| Pubbl/distr/stampa | Oxford, England : , : Oxford University Press, , 2015 |
| Descrizione fisica | 1 online resource (1217 p.) |
| Disciplina | 513 |
| Collana | Oxford library of psychology |
| Soggetto topico | Number concept |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-19-175087-5
0-19-103600-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Primitives and Non-Primitives of Numerical Representations / Dana Ganor-Stern -- Cognitive Linguistics and the Concept(s) of Number / Rafael Núñez -- Number Representations and Their Relation with Mathematical Ability / Titia Gebuis -- Numerical Abilities and Arithmetic in Infancy / Koleen McCrink -- Multi-digit Number Processing / Hans-Christoph Nuerk -- Finger-based representation of mental arithmetic / Michael Andres -- Philosophy of Number / Marcus Giaquinto -- Linking Numbers to Space / Wim Gevers -- Arithmetic Word Problem Solving and Mental Representations / Catherine Thevenot -- Neuronal Correlates of Non-verbal Numerical Competence in Primates / Andreas Nieder -- Arithmetic Learning in Adults / Margarete Delazer -- Affect, Motivation, Working Memory, and Mathematics / Nathan O. Rudig -- Intuition in Mathematical and Probabilistic Reasoning / Kinga Morsanyi -- How Counting Leads to Children's First Representations of Exact, Large Numbers / Emily B. Slusser -- Individual differences in basic arithmetical processes in children and adults / Carla Sowinski -- Brain Correlates of Numerical Disabilities / Michael von Aster -- Development of the Numerical Brain / Michael von Aster -- Approximate Arithmetic Abilities in Childhood / Camilla Gilmore -- Figuring Out Children's Number Representations: Lessons from Cross-Cultural Work / Kevin Muldoon -- Individual Differences in Arithmetical Abilities / Ann Dowker -- From Single-Cell Neuropathology to Mathematics Education: navigator chapter / Roi Cohen Kadosh -- Phylogeny and Ontogeny of Mathematical and Numerical Understanding / Elizabeth M. Brannon -- Monkey Mathematical Abilities / Michael J. Beran -- A Theory of Magnitude / Vincent Walsh -- The Classification and Cognitive Characteristics of Mathematical Disabilities in Children / David C. Geary -- Genetic Developmental Disorders and Numerical Competence across the Lifespan / Annette Karmiloff-Smith -- Numerical Symbols / Daniel Ansari -- How Informal Learning Activities Can Promote Children's Numerical Knowledge / Robert S. Siegler -- Education / Richard Cowan -- Early Number Competencies and Mathematical Learning / Lynn S. Fuchs -- Developing Conceptual and Procedural Knowledge of Mathematics / Michael Schneider -- Individual Differences in Children's Paths to Arithmetical Development / Julie-Ann Jordan -- Behavioural Genomics of Mathematics / Yulia Kovas -- Spontaneous Focusing on Numerosity and its Relation to Counting and Arithmetic / Minna M. Hannula-Sormunen -- New Possibilities for Early Mathematics Education / Dana Pagar -- How Abstract is Arithmetic? / Jamie I.D. Campbell -- Developmental Dyscalculia as a Heterogeneous Disability / Avishai Henik -- Dyscalculia / Diana Laurillard -- Numerical and Arithmetic Abilities in Non-primate Species / Christian Agrillo -- Using Learning Path Research to Balance Mathematics Education / Dor Abrahamson -- Mathematics Learning in the USA and JAPAN / Yukari Okamoto -- The Contributions of Syndrome Research to the Study of MLD / Michèle M. M. Mazzocco -- Basic Number Representation and Beyond / Wim Fias -- Cognitive Foundations of Human Number Representations and Mental Arithmetic / Martin H. Fischer -- Numbers Count / Nick Dowrick -- Individual Differences in Word Problem Solving / Fien Depaepe -- The Neuropsychology of Acquired Number and Calculation Disorders / Marinella Cappelletti -- Applications of Neuroscience to Mathematics Education / Bert De Smedt -- Promoting Maths to the General Public / Chris J. Budd -- Computer-assisted Interventions on Basic Number Skills / Pekka Räsänen -- When Number Processing and Calculation Is Not Your Cup of Tea / Marie-Pascale Noël -- Numbers in the Dark: Numerical Cognition and Blindness / Julie Castronovo -- Culture, Language, and Number / Geoffrey B. Saxe -- Individual Differences / Chris Donlan -- Number Processing and Arithmetic in Children and Adults with Reading Difficulties / Silke M. Göbel -- Numerical Cognition During Cognitive Aging / Kim Uittenhove -- Arithmetic in the Child and Adult Brain / Vinod Menon -- Mapping the Brain for Math / Elena Salillas -- What is There to Learn from International Surveys of Mathematical Achievement? / Linda Sturman -- Cognitive Predictors of Mathematical Abilities and Disabilities / Annemie Desoete. |
| Record Nr. | UNINA-9910460636303321 |
| Oxford, England : , : Oxford University Press, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||