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Mathematical Cognition and Understanding : Perspectives on Mathematical Minds in the Elementary and Middle School Years / / edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos
| Mathematical Cognition and Understanding : Perspectives on Mathematical Minds in the Elementary and Middle School Years / / edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos |
| Autore | Robinson Katherine M |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 372.7019 |
| Altri autori (Persone) |
DubéAdam K
KotsopoulosDonna |
| Soggetto topico |
Mathematics - Study and teaching
Educational psychology Education Children Mathematics Education Educational Psychology Childhood Education |
| ISBN |
9783031291951
3031291956 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. 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. |
| Record Nr. | UNINA-9910728938003321 |
Robinson Katherine M
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical Learning and Cognition in Early Childhood : Integrating Interdisciplinary Research into Practice / / edited by Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos
| Mathematical Learning and Cognition in Early Childhood : Integrating Interdisciplinary Research into Practice / / edited by Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (273 pages) |
| Disciplina |
155.413
372.7019 |
| Soggetto topico |
Infant psychology
Neurosciences Mathematics—Study and teaching Infancy and Early Childhood Development Mathematics Education |
| ISBN | 3-030-12895-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Section I: Infancy and Preschool -- Chapter 1. Early Mathematical Minds: Interdisciplinary Perspectives on Early Mathematical Learning and Cognition -- Chapter 2. The “Girl Crisis”: The Relationship between Early Gender Differences and Future Mathematical Learning and Participation -- Chapter 3. Spatial Learning and Play with Technology: How Parental Spatial Talk Differs Across Contexts -- Chapter 4. Supporting Mathematics Play in Home Environments: A Feasibility Examination of a Take-Home Bag Intervention -- Section II: The Beginnings of Formal Schooling -- Chapter 5. Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties -- Chapter 6. Mathematical or Computational Thinking: An Early Years Perspective -- Chapter 7. Supporting Meaningful Use of Manipulative in Kindergarten: The Role of Dual Representation in Early Mathematics -- Chapter 8. Kindergarteners and First-Graders’ Development of Numbers Representing Length and Area: Stories on Measurement -- Chapter 9. Young Children’s Patterning Competencies and Mathematical Development: A Review -- Section III: The Elementary School Years -- Chapter 10. Arithmetic Concepts in the Early School Years -- Chapter 11. An Integrated Approach to Mathematics and Language Theory and Pedagogy -- Chapter 12. Schema Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities -- Chapter 13. Tablets as Elementary Mathematics Education Tools: Are They Effective and Why -- Chapter 14. Early Understanding of Fractions via Early Understanding of Proportion and Division. . |
| Record Nr. | UNINA-9910337665203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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