# Cognitive Foundations for Improving Mathematical Learning

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## Cognitive Foundations for Improving Mathematical Learning

Author | : David C. Geary,Daniel B. Berch,Kathleen Mann Koepke |

Publsiher | : Academic Press |

Total Pages | : 378 |

Release | : 2019-01-30 |

ISBN 10 | : 0128159529 |

ISBN 13 | : 9780128159521 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Foundations for Improving Mathematical Learning Book Review:**

Cognitive Foundations for Improving Mathematical Learning, Volume 5, the latest release in the Mathematical Cognition and Learning series, focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. Chapters cover the use of numerical play and games for improving foundational number knowledge, school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. In addition, the book examines learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and more. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties

## Cognitive Foundations for Improving Mathematical Learning

Author | : David C. Geary,Daniel B. Berch,Kathleen Mann Koepke |

Publsiher | : Academic Press |

Total Pages | : 377 |

Release | : 2019-01-03 |

ISBN 10 | : 0128159537 |

ISBN 13 | : 9780128159538 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Foundations for Improving Mathematical Learning Book Review:**

The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties

## Mathematics Learning in Early Childhood

Author | : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Early Childhood Mathematics |

Publsiher | : National Academies Press |

Total Pages | : 398 |

Release | : 2009-11-13 |

ISBN 10 | : 9780309147439 |

ISBN 13 | : 0309147433 |

Language | : EN, FR, DE, ES & NL |

**Mathematics Learning in Early Childhood Book Review:**

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

## Development of Mathematical Cognition

Author | : Daniel B. Berch,David C. Geary,Kathleen Mann Koepke |

Publsiher | : Academic Press |

Total Pages | : 414 |

Release | : 2015-10-03 |

ISBN 10 | : 0128019093 |

ISBN 13 | : 9780128019092 |

Language | : EN, FR, DE, ES & NL |

**Development of Mathematical Cognition Book Review:**

Development of Mathematical Cognition: Neural Substrates and Genetic Influences reviews advances in extant imaging modalities and the application of brain stimulation techniques for improving mathematical learning. It goes on to explore the role genetics and environmental influences have in the development of math abilities and disabilities. Focusing on the neural substrates and genetic factors associated with both the typical and atypical development of mathematical thinking and learning, this second volume in the Mathematical Cognition and Learning series integrates the latest in innovative measures and methodological advances from the top researchers in the field. Provides details about new progress made in the study of neural correlates of numerical and arithmetic cognition Addresses recent work in quantitative and molecular genetics Works to improve instruction in numerical, arithmetical, and algebraic thinking and learning Informs policy to help increase the level of mathematical proficiency among the general public

## Mediated Learning and Cognitive Modifiability

Author | : David Tzuriel |

Publsiher | : Springer Nature |

Total Pages | : 135 |

Release | : 2021 |

ISBN 10 | : 3030756920 |

ISBN 13 | : 9783030756925 |

Language | : EN, FR, DE, ES & NL |

**Mediated Learning and Cognitive Modifiability Book Review:**

## Learning and Teaching Early Math

Author | : Douglas H. Clements,Julie Sarama |

Publsiher | : Routledge |

Total Pages | : 468 |

Release | : 2020-12-30 |

ISBN 10 | : 1000288544 |

ISBN 13 | : 9781000288544 |

Language | : EN, FR, DE, ES & NL |

**Learning and Teaching Early Math Book Review:**

The third edition of this significant and groundbreaking book summarizes current research into how young children learn mathematics and how best to develop foundational knowledge to realize more effective teaching. Using straightforward, practical language, early math experts Douglas Clements and Julie Sarama show how learning trajectories help teachers understand children’s level of mathematical understanding and lead to better teaching. By focusing on the inherent delight and curiosity behind young children’s mathematical reasoning, learning trajectories ultimately make teaching more joyous: helping teachers understand the varying levels of knowledge exhibited by individual students, it allows them to better meet the learning needs of all children. This thoroughly revised and contemporary third edition of Learning and Teaching Early Math remains the definitive, research-based resource to help teachers understand the learning trajectories of early mathematics and become confident, credible professionals. The new edition draws on numerous new research studies, offers expanded international examples, and includes updated illustrations throughout. This new edition is closely linked with Learning and Teaching with Learning Trajectories–[LT]2–an open-access, web-based tool for early childhood educators to learn about how children think and learn about mathematics. Head to LearningTrajectories.org for ongoing updates, interactive games, and practical tools that support classroom learning.

## Gesture Speech Integration Combining Gesture and Speech to Create Understanding

Author | : Naomi Sweller,Kazuki Sekine,Autumn Hostetter |

Publsiher | : Frontiers Media SA |

Total Pages | : 135 |

Release | : 2021-09-14 |

ISBN 10 | : 2889713121 |

ISBN 13 | : 9782889713127 |

Language | : EN, FR, DE, ES & NL |

**Gesture Speech Integration Combining Gesture and Speech to Create Understanding Book Review:**

## Teaching for Numeracy Across the Age Range

Author | : Peter Stuart Westwood |

Publsiher | : Springer Nature |

Total Pages | : 135 |

Release | : 2021 |

ISBN 10 | : 981163761X |

ISBN 13 | : 9789811637612 |

Language | : EN, FR, DE, ES & NL |

**Teaching for Numeracy Across the Age Range Book Review:**

## Advances in Child Development and Behavior

Author | : Anonim |

Publsiher | : Academic Press |

Total Pages | : 388 |

Release | : 2021-07-13 |

ISBN 10 | : 0323850669 |

ISBN 13 | : 9780323850667 |

Language | : EN, FR, DE, ES & NL |

**Advances in Child Development and Behavior Book Review:**

Advances in Child Development and Behavior, Volume 61, the latest release in this classic resource on the field of developmental psychology, includes a variety of timely updates, with this release presenting chapters on The Development of Mental Rotation Ability Across the First Year After Birth, Groups as Moral Boundaries: A Developmental Perspective, The Development of Time Concepts, Mother-child Physiological Synchrony, Children's Social Reasoning About Others: Dispositional and Contextual Influences, Mindful Thinking: Does it Really Help Children?, On the Emergence of Differential Responding to Social Categories, Trust in Early Childhood, Infant Imitation, Social-Cognition and Brain Development, and more. Contains chapters that highlight some of the most recent research in the area of child development and behavior Presents a high-quality and wide range of topics covered by well-known professionals

## Cognitive Science and Mathematics Education

Author | : Alan H. Schoenfeld |

Publsiher | : Routledge |

Total Pages | : 310 |

Release | : 2013-04-03 |

ISBN 10 | : 1136461841 |

ISBN 13 | : 9781136461842 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Science and Mathematics Education Book Review:**

This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

## Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts

Author | : David C. Geary,Daniel B. Berch,Robert Ochsendorf,Kathleen Mann Koepke |

Publsiher | : Academic Press |

Total Pages | : 360 |

Release | : 2017-02-08 |

ISBN 10 | : 0128133686 |

ISBN 13 | : 9780128133682 |

Language | : EN, FR, DE, ES & NL |

**Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts Book Review:**

Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children’s developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks. Covers innovative measures and recent methodological advances in mathematical thinking and learning Contains contributions that improve instruction and education in these domains Informs policy aimed at increasing the level of mathematical proficiency in the general public

## Mathematics Learning in Early Childhood

Author | : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Early Childhood Mathematics |

Publsiher | : National Academies Press |

Total Pages | : 398 |

Release | : 2009-12-13 |

ISBN 10 | : 0309128064 |

ISBN 13 | : 9780309128063 |

Language | : EN, FR, DE, ES & NL |

**Mathematics Learning in Early Childhood Book Review:**

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

## Transforming the Workforce for Children Birth Through Age 8

Author | : National Research Council,Institute of Medicine,Board on Children, Youth, and Families,Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success |

Publsiher | : National Academies Press |

Total Pages | : 706 |

Release | : 2015-07-23 |

ISBN 10 | : 0309324882 |

ISBN 13 | : 9780309324885 |

Language | : EN, FR, DE, ES & NL |

**Transforming the Workforce for Children Birth Through Age 8 Book Review:**

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

## Mind in Art

Author | : Charles M. Dorn |

Publsiher | : Routledge |

Total Pages | : 296 |

Release | : 1999-02-01 |

ISBN 10 | : 1135675163 |

ISBN 13 | : 9781135675165 |

Language | : EN, FR, DE, ES & NL |

**Mind in Art Book Review:**

This book is for the reader who believes that thinking about and making art is intelligent behavior and that art as a subject in the K-12 school curriculum should not be used as an alibi for other curricular objectives. It examines and makes explicit those cognitive behaviors normally associated with most higher order thinking and problem solving activity and explains how they function in the act of creative forming. Its goal is ultimately to find ways to use these behaviors in the construction of an intelligent art curriculum for K-12 American schools. This is perhaps the only text in the field designed to assist teachers in meeting the challenges of teaching in the Goals 2000 curriculum and evaluation reform effort, acquainting them with both the National Art Standards and with the assessment processes needed in order for them to become accountable. Mind in Art grapples with current and relevant theory, research, and unsolved problems. It is cohesive as it attempts to bring together information that is only partially known, even among those who are college professors. And it takes a critical look at the ideas and points of view that have created divisiveness and shabby thinking in the field. In this book Charles Dorn significantly advances thinking in the field of art education.

## Foundations of Geometric Cognition

Author | : Mateusz Hohol |

Publsiher | : Routledge |

Total Pages | : 188 |

Release | : 2019-09-12 |

ISBN 10 | : 042950859X |

ISBN 13 | : 9780429508592 |

Language | : EN, FR, DE, ES & NL |

**Foundations of Geometric Cognition Book Review:**

The cognitive foundations of geometry have puzzled academics for a long time, and even today are mostly unknown to many scholars, including mathematical cognition researchers. Foundations of Geometric Cognition shows that basic geometric skills are deeply hardwired in the visuospatial cognitive capacities of our brains, namely spatial navigation and object recognition. These capacities, shared with non-human animals and appearing in early stages of the human ontogeny, cannot, however, fully explain a uniquely human form of geometric cognition. In the book, Hohol argues that Euclidean geometry would not be possible without the human capacity to create and use abstract concepts, demonstrating how language and diagrams provide cognitive scaffolding for abstract geometric thinking, within a context of a Euclidean system of thought. Taking an interdisciplinary approach and drawing on research from diverse fields including psychology, cognitive science, and mathematics, this book is a must-read for cognitive psychologists and cognitive scientists of mathematics, alongside anyone interested in mathematical education or the philosophical and historical aspects of geometry.

## The Cognitive Foundations of Reading and Its Acquisition

Author | : Wesley A. Hoover,William E. Tunmer |

Publsiher | : Springer Nature |

Total Pages | : 263 |

Release | : 2020-06-09 |

ISBN 10 | : 3030441954 |

ISBN 13 | : 9783030441951 |

Language | : EN, FR, DE, ES & NL |

**The Cognitive Foundations of Reading and Its Acquisition Book Review:**

This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.

## Mathematical Reasoning

Author | : Lyn D. English |

Publsiher | : Routledge |

Total Pages | : 392 |

Release | : 2013-04-03 |

ISBN 10 | : 1136491147 |

ISBN 13 | : 9781136491146 |

Language | : EN, FR, DE, ES & NL |

**Mathematical Reasoning Book Review:**

How we reason with mathematical ideas continues to be a fascinating and challenging topic of research--particularly with the rapid and diverse developments in the field of cognitive science that have taken place in recent years. Because it draws on multiple disciplines, including psychology, philosophy, computer science, linguistics, and anthropology, cognitive science provides rich scope for addressing issues that are at the core of mathematical learning. Drawing upon the interdisciplinary nature of cognitive science, this book presents a broadened perspective on mathematics and mathematical reasoning. It represents a move away from the traditional notion of reasoning as "abstract" and "disembodied", to the contemporary view that it is "embodied" and "imaginative." From this perspective, mathematical reasoning involves reasoning with structures that emerge from our bodily experiences as we interact with the environment; these structures extend beyond finitary propositional representations. Mathematical reasoning is imaginative in the sense that it utilizes a number of powerful, illuminating devices that structure these concrete experiences and transform them into models for abstract thought. These "thinking tools"--analogy, metaphor, metonymy, and imagery--play an important role in mathematical reasoning, as the chapters in this book demonstrate, yet their potential for enhancing learning in the domain has received little recognition. This book is an attempt to fill this void. Drawing upon backgrounds in mathematics education, educational psychology, philosophy, linguistics, and cognitive science, the chapter authors provide a rich and comprehensive analysis of mathematical reasoning. New and exciting perspectives are presented on the nature of mathematics (e.g., "mind-based mathematics"), on the array of powerful cognitive tools for reasoning (e.g., "analogy and metaphor"), and on the different ways these tools can facilitate mathematical reasoning. Examples are drawn from the reasoning of the preschool child to that of the adult learner.

## The Oxford Handbook of Numerical Cognition

Author | : Roi Kadosh,Ann Dowker |

Publsiher | : OUP Oxford |

Total Pages | : 1144 |

Release | : 2015-07-30 |

ISBN 10 | : 0191036005 |

ISBN 13 | : 9780191036002 |

Language | : EN, FR, DE, ES & NL |

**The Oxford Handbook of Numerical Cognition Book Review:**

How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vibrant area that brings together scientists from different and diverse research areas (e.g., neuropsychology, cognitive psychology, developmental psychology, comparative psychology, anthropology, education, and neuroscience) using different methodological approaches (e.g., behavioral studies of healthy children and adults and of patients; electrophysiology and brain imaging studies in humans; single-cell neurophysiology in non-human primates, habituation studies in human infants and animals, and computer modeling). While the study of numerical cognition had been relatively neglected for a long time, during the last decade there has been an explosion of studies and new findings. This has resulted in an enormous advance in our understanding of the neural and cognitive mechanisms of numerical cognition. In addition, there has recently been increasing interest and concern about pupils' mathematical achievement in many countries, resulting in attempts to use research to guide mathematics instruction in schools, and to develop interventions for children with mathematical difficulties. This handbook brings together the different research areas that make up the field of numerical cognition in one comprehensive and authoritative volume. The chapters provide a broad and extensive review that is written in an accessible form for scholars and students, as well as educationalists, clinicians, and policy makers. The book covers the most important aspects of research on numerical cognition from the areas of development psychology, cognitive psychology, neuropsychology and rehabilitation, learning disabilities, human and animal cognition and neuroscience, computational modeling, education and individual differences, and philosophy. Containing more than 60 chapters by leading specialists in their fields, the Oxford Handbook of Numerical Cognition is a state-of-the-art review of the current literature.

## The Development of Early Childhood Mathematics Education

Author | : Anonim |

Publsiher | : Academic Press |

Total Pages | : 322 |

Release | : 2017-08-24 |

ISBN 10 | : 0128134496 |

ISBN 13 | : 9780128134498 |

Language | : EN, FR, DE, ES & NL |

**The Development of Early Childhood Mathematics Education Book Review:**

The Development of Early Childhood Mathematics Education, Volume 53 in the Advances in Child Development and Behavior series, includes chapters that highlight some of the most recent research in the field of developmental psychology. Users will find updated chapters on a variety of topics, including sections on The DREME Network: Research and Interventions in Early Childhood Mathematics, The Use of Concrete Experiences in Early Childhood Mathematics Instruction, Interventions in Early Mathematics: Avoiding Pollution and Dilution, Coaching in Early Mathematics, and Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count. Each chapter provides in-depth discussions, with this volume serving as an invaluable resource for developmental or educational psychology researchers, scholars and students. Contains chapters that highlight some of the most recent research in the area of child development and behavior Presents a wide array of topics that are discussed in detail

## An Introduction to Mathematical Cognition

Author | : Camilla Gilmore,Silke M. Göbel,Matthew Inglis |

Publsiher | : Routledge |

Total Pages | : 248 |

Release | : 2018-06-13 |

ISBN 10 | : 1317410106 |

ISBN 13 | : 9781317410102 |

Language | : EN, FR, DE, ES & NL |

**An Introduction to Mathematical Cognition Book Review:**

The last decade has seen a rapid growth in our understanding of the cognitive systems that underlie mathematical learning and performance, and an increased recognition of the importance of this topic. This book showcases international research on the most important cognitive issues that affect mathematical performance across a wide age range, from early childhood to adulthood. The book considers the foundational competencies of nonsymbolic and symbolic number processing before discussing arithmetic, conceptual understanding, individual differences and dyscalculia, algebra, number systems, reasoning and higher-level mathematics such as formal proof. Drawing on diverse methodology from behavioural experiments to brain imaging, each chapter discusses key theories and empirical findings and introduces key tasks used by researchers. The final chapter discusses challenges facing the future development of the field of mathematical cognition and reviews a set of open questions that mathematical cognition researchers should address to move the field forward. This book is ideal for undergraduate or graduate students of psychology, education, cognitive sciences, cognitive neuroscience and other academic and clinical audiences including mathematics educators and educational psychologists.