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Diversity Dimensions in Mathematics and Language Learning / / edited by Annemarie Fritz, Erkan Gürsoy and Moritz Herzog
| Diversity Dimensions in Mathematics and Language Learning / / edited by Annemarie Fritz, Erkan Gürsoy and Moritz Herzog |
| Pubbl/distr/stampa | Berlin, Germany : , : De Gruyter, , 2021 |
| Descrizione fisica | 1 online resource (xv, 417 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Interdisciplinary approach in education
Mathematics - Study and teaching Multilingualism Language acquisition |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Diversity Dimensions in Mathematics and Language Learning |
| Record Nr. | UNINA-9910493736903321 |
| Berlin, Germany : , : De Gruyter, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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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 | ||
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International Handbook of Mathematical Learning Difficulties : From the Laboratory to the Classroom / / edited by Annemarie Fritz, Vitor Geraldi Haase, Pekka Räsänen
| International Handbook of Mathematical Learning Difficulties : From the Laboratory to the Classroom / / edited by Annemarie Fritz, Vitor Geraldi Haase, Pekka Räsänen |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (XXIV, 843 p. 81 illus., 39 illus. in color.) |
| Disciplina | 370 |
| Soggetto topico |
Mathematics—Study and teaching
Educational psychology Cognitive psychology Neurosciences Learning Instruction International education Comparative education Mathematics Education Pedagogic Psychology Cognitive Psychology Learning & Instruction International and Comparative Education |
| ISBN | 3-319-97148-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I. Development of number understanding: different theoretical perspectives -- Chapter 1. Neurocognitive perspective on numerical development -- Chapter 2. Everyday context and mathematics learning: on the role on spontaneous mathematical focusing tendencies in the development of numeracy -- Chapter 3. Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences -- Chapter 4. Mathematical performance amongst the poor: Comparative performance across developing countries -- Chapter 5. Didactics as source and remedy of mathematics learning difficulties -- Chapter 6. Development of number understanding: different theoretical perspectives -- Part II. Mathematics learning and its difficulties around the world -- Chapter 7. Special needs education in mathematics: The case of Nordic countries -- Chapter 8. Math learning and its difficulties in the Middle European countries -- Chapter 9. Mathematics learning and its difficulties in Eastern European countries -- Chapter 10. Maths Learning and its Difficulties in Southern European Countries -- Chapter 11. Mathematics Learning Difficulties in the United States: Current Issues in Screening and Intervention -- Chapter 12. Latin-American Countries -- Chapter 13. Mathematics Learning and its difficulties: the cases of Chile and Uruguay -- chapter 14. Mathematical inclusion in Southern Africa -- Chapter 15. Math Learning Difficulties in Australia -- Chapter 16. Mathematical learning and the difficulties in Taiwan: insights from educational practice -- Chapter 17. Maths Learning and its Difficulties in Israel -- Chapter 18. Learning Difficulties and Disabilities in Mathematics: Indian Scenario -- Chapter 19. Discussion of Section 2: Math learning difficulties around the world -- Part III. Mathematical learning difficulties and its cognitive, motivational and emotional underpinnings -- Chapter 20. Neurobiological origins of mathematical learning disabilities or dyscalculia: -- A review of brain imaging data -- chapter 21. Genetics of Dyscalculia 1: In search of genes -- Chapter 22. Genetics of dyscalculia 2: In search of endophenotypes -- Chapter 23. Comorbidity and differential diagnosis of dyscalculia and ADHD -- Chapter 24 -- Working memory and mathematical learning -- Chapter 25. The relation between spatial reasoning and mathematics achievement in children with mathematics learning difficulties -- Chapter 26. The language dimension of mathematical difficulties -- Chapter 27. Motivational and math anxiety perspective for mathematical learning and learning difficulties -- Chapter 28. Math & Emotions: The Case of Math Anxiety -- Chapter 29. Cognitive and Motivational Underpinnings of Mathematical Learning Difficulties: A Discussion -- Part IV.Understanding the basics: building conceptual knowledge and characterizing obstacles to the development of arithmetic skills -- Chapter 30. Counting and Basic Numerical Skills -- Chapter 31. Multi-digit Addition, Subtraction, Multiplication, and Division Strategies -- Chapter 32.Development of a sustainable place value understanding -- Chapter 33. Using Schema-Based Instruction to Improve Students’ Mathematical Word Problem Solving Performance -- Chapter 34. Geometry -- Chapter 35. Understanding Rational Numbers – Obstacles for Learners With and Without Mathematical Learning Difficulties -- Part V. Understanding Rational Numbers – Obstacles for Learners With and Without Mathematical Learning Difficulties -- Chapter 36. Assessing mathematical competence and performance: Quality characteristics, approaches, and research trends -- Chapter 37. Diagnostics of dyscalculia -- Chapter 38. Three Frameworks for Assessing Responsiveness to Instruction -- Chapter 39. Technology-based diagnostic assessments for identifying early learning difficulties in mathematics -- Chapter 40. Technology-based diagnostic assessments for identifying early learning difficulties in mathematics -- Chapter 41. Perspectives to technology-enhanced-learning and teaching in mathematical learning difficulties -- Chapter 42. Executive Function and Early Math Learning Difficulties -- Chapter 43 Children’s mathematical difficulties: some contributory factors and interventions -- Chapter 44. Beyond the "third method" for the assessment of developmental dyscalculia. Implications for research and practice -- Chapter 45. Challenges and future perspectives. |
| Record Nr. | UNINA-9910337759403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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