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001468393 001__ 1468393
001468393 003__ OCoLC
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001468393 019__ $$a1381094966
001468393 020__ $$a9783031291951$$q(electronic bk.)
001468393 020__ $$a3031291956$$q(electronic bk.)
001468393 020__ $$z3031291948
001468393 020__ $$z9783031291944
001468393 0247_ $$a10.1007/978-3-031-29195-1$$2doi
001468393 035__ $$aSP(OCoLC)1380993237
001468393 040__ $$aYDX$$beng$$cYDX$$dGW5XE$$dEBLCP
001468393 049__ $$aISEA
001468393 050_4 $$aQA135.6
001468393 08204 $$a372.7019$$223/eng/20230615
001468393 24500 $$aMathematical cognition and understanding :$$bperspectives on mathematical minds in the elementary and middle school years /$$cKatherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos, editors.
001468393 260__ $$aCham :$$bSpringer,$$c2023.
001468393 300__ $$a1 online resource
001468393 500__ $$aIncludes index.
001468393 5050_ $$aIntro -- 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?
001468393 5058_ $$a2.5.1 Isolated Approaches to Spatial Training -- 2.5.2 Embedded Approaches to Spatial Training -- 2.5.3 Strengths, Limitations, and Theoretical Underpinnings -- 2.6 Translating Theory to Practice: Infusing Spatial Training Into Mathematics Teaching -- 2.7 Conclusion -- References -- Chapter 3: Understanding the Relationship Between Attention, Executive Functions, and Mathematics: Using a Function-Specific A... -- 3.1 Introduction -- 3.2 Attentional Abilities and Mathematics Proficiency -- 3.2.1 Attention -- 3.2.1.1 Attentional Abilities with Mathematics Learning Profiles
001468393 5058_ $$a3.2.1.2 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
001468393 5058_ $$aChapter 4: Instructional Support for Fact Fluency Among Students with Mathematics Difficulties -- 4.1 Background -- 4.2 Typical Developmental Trajectories -- 4.3 Development of Fact Fluency Among Children with Mathematical Difficulties -- 4.4 Importance of Developing Fact Fluency -- 4.5 Evidence-Based Instructional Intervention Strategies for Fluency Building -- 4.6 Incremental Rehearsal Strategy -- 4.6.1 Research Supporting the Incremental Rehearsal Strategy -- 4.6.2 Steps for Implementing Incremental Rehearsal -- 4.6.3 Implications for Classroom Practice -- 4.7 Summary -- References
001468393 5058_ $$aChapter 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
001468393 506__ $$aAccess limited to authorized users.
001468393 520__ $$aThis book focuses on elementary and middle school childrens understanding of mathematics as well as the cognitive aspects involved in the development of mathematical knowledge, skills, and understanding. Childrens 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 childrens mathematics skills, the development of understanding of arithmetic and fraction concepts, the factors relating to childrens 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.
001468393 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed June 15, 2023).
001468393 650_0 $$aMathematics$$xStudy and teaching (Elementary)$$xPsychological aspects.
001468393 650_0 $$aMathematics$$xStudy and teaching (Middle school)$$xPsychological aspects.
001468393 650_0 $$aCognition in children.
001468393 655_0 $$aElectronic books.
001468393 7001_ $$aRobinson, Katherine M.
001468393 7001_ $$aDubé, Adam K.
001468393 7001_ $$aKotsopoulos, Donna.
001468393 77608 $$iPrint version: $$z3031291948$$z9783031291944$$w(OCoLC)1370926544
001468393 852__ $$bebk
001468393 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-29195-1$$zOnline Access$$91397441.1
001468393 909CO $$ooai:library.usi.edu:1468393$$pGLOBAL_SET
001468393 980__ $$aBIB
001468393 980__ $$aEBOOK
001468393 982__ $$aEbook
001468393 983__ $$aOnline
001468393 994__ $$a92$$bISE