Linked e-resources
Details
Table of Contents
Intro
Contents
Contributors
Abbreviations
Chapter 1: An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years
1.1 Introduction
References
Part I: Cognitive Factors
Chapter 2: Infusing Spatial Thinking Into Elementary and Middle School Mathematics: What, Why, and How?
2.1 Introduction
2.2 What Is Spatial Thinking?
2.3 Why Are Spatial Skills and Mathematics Related?
2.4 Does Spatial Instruction Improve Mathematics Performance?
2.5 How to Best Leverage the Space-Mathematics Association?
2.5.1 Isolated Approaches to Spatial Training
2.5.2 Embedded Approaches to Spatial Training
2.5.3 Strengths, Limitations, and Theoretical Underpinnings
2.6 Translating Theory to Practice: Infusing Spatial Training Into Mathematics Teaching
2.7 Conclusion
References
Chapter 3: Understanding the Relationship Between Attention, Executive Functions, and Mathematics: Using a Function-Specific A...
3.1 Introduction
3.2 Attentional Abilities and Mathematics Proficiency
3.2.1 Attention
3.2.1.1 Attentional Abilities with Mathematics Learning Profiles
3.2.1.2 Mathematical Abilities Within Attentional Profiles
3.2.2 Executive Functioning
3.2.3 Working Memory
3.2.4 Processing Speed
3.2.5 Cognitive Load Theory
3.3 Intervention for Mathematics Remediation
3.3.1 Task-Specific Intervention and Remediation
3.3.2 Function-Specific Intervention and Remediation
3.3.2.1 Indirect Intervention of Attention-Related Skills
3.3.2.2 Direct Intervention on Attention
3.3.2.3 Direct Intervention on Working Memory
3.4 Discussion
3.4.1 Future Research
3.4.2 Implications
3.5 Conclusion
References
Chapter 4: Instructional Support for Fact Fluency Among Students with Mathematics Difficulties
4.1 Background
4.2 Typical Developmental Trajectories
4.3 Development of Fact Fluency Among Children with Mathematical Difficulties
4.4 Importance of Developing Fact Fluency
4.5 Evidence-Based Instructional Intervention Strategies for Fluency Building
4.6 Incremental Rehearsal Strategy
4.6.1 Research Supporting the Incremental Rehearsal Strategy
4.6.2 Steps for Implementing Incremental Rehearsal
4.6.3 Implications for Classroom Practice
4.7 Summary
References
Chapter 5: The Development of Arithmetic Strategy Use in the Brain
5.1 The Development of Arithmetic Strategies
5.2 Arithmetic Strategies in the Developing Brain
5.2.1 Brain Regions that Are Activated During Arithmetic Procedures
5.2.2 Brain Regions that Are Activated During Arithmetic Fact Retrieval
5.3 The Use of Educational Interventions and Experimental Paradigms to Study the Development of Arithmetic Strategies in the B...
5.3.1 Arithmetic Educational Interventions
5.3.2 Experimental Manipulations: Arithmetic Drill Studies
5.4 Discussion
References
Contents
Contributors
Abbreviations
Chapter 1: An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years
1.1 Introduction
References
Part I: Cognitive Factors
Chapter 2: Infusing Spatial Thinking Into Elementary and Middle School Mathematics: What, Why, and How?
2.1 Introduction
2.2 What Is Spatial Thinking?
2.3 Why Are Spatial Skills and Mathematics Related?
2.4 Does Spatial Instruction Improve Mathematics Performance?
2.5 How to Best Leverage the Space-Mathematics Association?
2.5.1 Isolated Approaches to Spatial Training
2.5.2 Embedded Approaches to Spatial Training
2.5.3 Strengths, Limitations, and Theoretical Underpinnings
2.6 Translating Theory to Practice: Infusing Spatial Training Into Mathematics Teaching
2.7 Conclusion
References
Chapter 3: Understanding the Relationship Between Attention, Executive Functions, and Mathematics: Using a Function-Specific A...
3.1 Introduction
3.2 Attentional Abilities and Mathematics Proficiency
3.2.1 Attention
3.2.1.1 Attentional Abilities with Mathematics Learning Profiles
3.2.1.2 Mathematical Abilities Within Attentional Profiles
3.2.2 Executive Functioning
3.2.3 Working Memory
3.2.4 Processing Speed
3.2.5 Cognitive Load Theory
3.3 Intervention for Mathematics Remediation
3.3.1 Task-Specific Intervention and Remediation
3.3.2 Function-Specific Intervention and Remediation
3.3.2.1 Indirect Intervention of Attention-Related Skills
3.3.2.2 Direct Intervention on Attention
3.3.2.3 Direct Intervention on Working Memory
3.4 Discussion
3.4.1 Future Research
3.4.2 Implications
3.5 Conclusion
References
Chapter 4: Instructional Support for Fact Fluency Among Students with Mathematics Difficulties
4.1 Background
4.2 Typical Developmental Trajectories
4.3 Development of Fact Fluency Among Children with Mathematical Difficulties
4.4 Importance of Developing Fact Fluency
4.5 Evidence-Based Instructional Intervention Strategies for Fluency Building
4.6 Incremental Rehearsal Strategy
4.6.1 Research Supporting the Incremental Rehearsal Strategy
4.6.2 Steps for Implementing Incremental Rehearsal
4.6.3 Implications for Classroom Practice
4.7 Summary
References
Chapter 5: The Development of Arithmetic Strategy Use in the Brain
5.1 The Development of Arithmetic Strategies
5.2 Arithmetic Strategies in the Developing Brain
5.2.1 Brain Regions that Are Activated During Arithmetic Procedures
5.2.2 Brain Regions that Are Activated During Arithmetic Fact Retrieval
5.3 The Use of Educational Interventions and Experimental Paradigms to Study the Development of Arithmetic Strategies in the B...
5.3.1 Arithmetic Educational Interventions
5.3.2 Experimental Manipulations: Arithmetic Drill Studies
5.4 Discussion
References