Mathematics Education

Models and Processes

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Mathematics Education by Lyn D. English, Graeme S. Halford, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Lyn D. English, Graeme S. Halford ISBN: 9781136481628
Publisher: Taylor and Francis Publication: December 6, 2012
Imprint: Routledge Language: English
Author: Lyn D. English, Graeme S. Halford
ISBN: 9781136481628
Publisher: Taylor and Francis
Publication: December 6, 2012
Imprint: Routledge
Language: English

To define better techniques of mathematics education, this book combines a knowledge of cognitive science with mathematics curriculum theory and research. The concept of the human reasoning process has been changed fundamentally by cognitive science in the last two decades. The role of memory retrieval, domain-specific and domain-general skills, analogy, and mental models is better understood now than previously. The authors believe that cognitive science provides the most accurate account thus far of the actual processes that people use in mathematics and offers the best potential for genuine increases in efficiency. As such, they suggest that a cognitive science approach enables constructivist ideas to be analyzed and further developed in the search for greater understanding of children's mathematical learning.

Not simply an application of cognitive science, however, this book provides a new perspective on mathematics education by examining the nature of mathematical concepts and processes, how and why they are taught, why certain approaches appear more effective than others, and how children might be assisted to become more mathematically powerful. The authors use recent theories of analogy and knowledge representation -- combined with research on teaching practice -- to find ways of helping children form links and correspondences between different concepts, so as to overcome problems associated with fragmented knowledge. In so doing, they have capitalized on new insights into the values and limitations of using concrete teaching aids which can be analyzed in terms of analogy theory.

In addition to addressing the role of understanding, the authors have analyzed skill acquisition models in terms of their implications for the development of mathematical competence. They place strong emphasis on the development of students' mathematical reasoning and problem solving skills to promote flexible use of knowledge. The book further demonstrates how children have a number of general problem solving skills at their disposal which they can apply independently to the solution of novel problems, resulting in the enhancement of their mathematical knowledge.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

To define better techniques of mathematics education, this book combines a knowledge of cognitive science with mathematics curriculum theory and research. The concept of the human reasoning process has been changed fundamentally by cognitive science in the last two decades. The role of memory retrieval, domain-specific and domain-general skills, analogy, and mental models is better understood now than previously. The authors believe that cognitive science provides the most accurate account thus far of the actual processes that people use in mathematics and offers the best potential for genuine increases in efficiency. As such, they suggest that a cognitive science approach enables constructivist ideas to be analyzed and further developed in the search for greater understanding of children's mathematical learning.

Not simply an application of cognitive science, however, this book provides a new perspective on mathematics education by examining the nature of mathematical concepts and processes, how and why they are taught, why certain approaches appear more effective than others, and how children might be assisted to become more mathematically powerful. The authors use recent theories of analogy and knowledge representation -- combined with research on teaching practice -- to find ways of helping children form links and correspondences between different concepts, so as to overcome problems associated with fragmented knowledge. In so doing, they have capitalized on new insights into the values and limitations of using concrete teaching aids which can be analyzed in terms of analogy theory.

In addition to addressing the role of understanding, the authors have analyzed skill acquisition models in terms of their implications for the development of mathematical competence. They place strong emphasis on the development of students' mathematical reasoning and problem solving skills to promote flexible use of knowledge. The book further demonstrates how children have a number of general problem solving skills at their disposal which they can apply independently to the solution of novel problems, resulting in the enhancement of their mathematical knowledge.

More books from Taylor and Francis

Cover of the book City of Gold by Lyn D. English, Graeme S. Halford
Cover of the book Languages and Dialects in the U.S. by Lyn D. English, Graeme S. Halford
Cover of the book War, Politics and Society in Early Modern China, 900-1795 by Lyn D. English, Graeme S. Halford
Cover of the book International Public Health by Lyn D. English, Graeme S. Halford
Cover of the book The Water Legacies of Conventional Mining by Lyn D. English, Graeme S. Halford
Cover of the book Egypt (Routledge Revival) by Lyn D. English, Graeme S. Halford
Cover of the book Housing for Degrowth by Lyn D. English, Graeme S. Halford
Cover of the book I Am Dynamite by Lyn D. English, Graeme S. Halford
Cover of the book Evidence: Law and Context by Lyn D. English, Graeme S. Halford
Cover of the book Reading Popular Physics by Lyn D. English, Graeme S. Halford
Cover of the book Transition, Taxation and the State by Lyn D. English, Graeme S. Halford
Cover of the book Imagine Hope by Lyn D. English, Graeme S. Halford
Cover of the book Islam & Politics Afghanistan N by Lyn D. English, Graeme S. Halford
Cover of the book Roma Felix – Formation and Reflections of Medieval Rome by Lyn D. English, Graeme S. Halford
Cover of the book A Fourth Way? by Lyn D. English, Graeme S. Halford
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy