語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Mathematical cognition and understan...
~
Robinson, Katherine M.
FindBook
Google Book
Amazon
博客來
Mathematical cognition and understanding = perspectives on mathematical minds in the elementary and middle school years /
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Mathematical cognition and understanding/ edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos.
其他題名:
perspectives on mathematical minds in the elementary and middle school years /
其他作者:
Robinson, Katherine M.
出版者:
Cham :Springer International Publishing : : 2023.,
面頁冊數:
1 online resource (x, 287 p.) :ill., digital ;24 cm.
內容註:
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.
Contained By:
Springer Nature eBook
標題:
Mathematics - Study and teaching (Elementary) -
電子資源:
https://doi.org/10.1007/978-3-031-29195-1
ISBN:
9783031291951
Mathematical cognition and understanding = perspectives on mathematical minds in the elementary and middle school years /
Mathematical cognition and understanding
perspectives on mathematical minds in the elementary and middle school years /[electronic resource] :edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos. - Cham :Springer International Publishing :2023. - 1 online resource (x, 287 p.) :ill., digital ;24 cm.
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.
This 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.
ISBN: 9783031291951
Standard No.: 10.1007/978-3-031-29195-1doiSubjects--Topical Terms:
3633908
Mathematics
--Study and teaching (Elementary)
LC Class. No.: QA135.6
Dewey Class. No.: 372.7019
Mathematical cognition and understanding = perspectives on mathematical minds in the elementary and middle school years /
LDR
:04330nmm a2200349 a 4500
001
2318686
003
DE-He213
005
20230531123401.0
006
m d
007
cr nn 008maaau
008
230902s2023 sz s 0 eng d
020
$a
9783031291951
$q
(electronic bk.)
020
$a
9783031291944
$q
(paper)
024
7
$a
10.1007/978-3-031-29195-1
$2
doi
035
$a
978-3-031-29195-1
040
$a
GP
$c
GP
041
0
$a
eng
050
4
$a
QA135.6
072
7
$a
JNU
$2
bicssc
072
7
$a
PB
$2
bicssc
072
7
$a
EDU029010
$2
bisacsh
072
7
$a
JNU
$2
thema
072
7
$a
PB
$2
thema
082
0 4
$a
372.7019
$2
23
090
$a
QA135.6
$b
.M426 2023
245
0 0
$a
Mathematical cognition and understanding
$h
[electronic resource] :
$b
perspectives on mathematical minds in the elementary and middle school years /
$c
edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos.
260
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Springer,
$c
2023.
300
$a
1 online resource (x, 287 p.) :
$b
ill., digital ;
$c
24 cm.
505
0
$a
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.
520
$a
This 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.
650
0
$a
Mathematics
$x
Study and teaching (Elementary)
$x
Psychological aspects.
$3
3633908
650
0
$a
Mathematics
$x
Study and teaching (Middle school)
$x
Psychological aspects.
$3
3633909
650
0
$a
Cognition in children.
$3
517684
650
1 4
$a
Mathematics Education.
$3
637497
650
2 4
$a
Educational Psychology.
$3
1005868
650
2 4
$a
Childhood Education.
$3
899005
700
1
$a
Robinson, Katherine M.
$3
3410116
700
1
$a
Dube, Adam K.
$3
3633907
700
1
$a
Kotsopoulos, Donna.
$3
3410118
710
2
$a
SpringerLink (Online service)
$3
836513
773
0
$t
Springer Nature eBook
856
4 0
$u
https://doi.org/10.1007/978-3-031-29195-1
950
$a
Education (SpringerNature-41171)
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9454936
電子資源
11.線上閱覽_V
電子書
EB QA135.6
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入