The Development of Arithmetic Concepts and Skills

Constructive Adaptive Expertise

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book The Development of Arithmetic Concepts and Skills by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135672225
Publisher: Taylor and Francis Publication: June 17, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781135672225
Publisher: Taylor and Francis
Publication: June 17, 2013
Imprint: Routledge
Language: English

This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education:
What is the nature of arithmetic expertise?
How can instruction best promote it?

Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues.

As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including "normally" and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed "adaptive expertise" (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups.

This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents).

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

This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education:
What is the nature of arithmetic expertise?
How can instruction best promote it?

Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues.

As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including "normally" and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed "adaptive expertise" (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups.

This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents).

More books from Taylor and Francis

Cover of the book The Shakespeare Name and Place Dictionary by
Cover of the book Women, Crime and Criminology (Routledge Revivals) by
Cover of the book Existentialism and Social Work by
Cover of the book America's Songs II by
Cover of the book Women's Wealth and Women's Writing in Early Modern England by
Cover of the book Reshaping the Asia Pacific Economic Order by
Cover of the book Global Perspectives on Corporate Governance and CSR by
Cover of the book Understanding Conflict and Violence by
Cover of the book The Geography of Scientific Collaboration by
Cover of the book Transcending the Self by
Cover of the book Verse and Poetics in George Herbert and John Donne by
Cover of the book Creating Capacity for Learning and Equity in Schools by
Cover of the book Advaita Vedanta and Vaisnavism by
Cover of the book Acoustic and MIDI Orchestration for the Contemporary Composer by
Cover of the book The British Folk Revival by
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