Lavoisier S.A.S.
14 rue de Provigny
94236 Cachan cedex
FRANCE

Heures d'ouverture 08h30-12h30/13h30-17h30
Tél.: +33 (0)1 47 40 67 00
Fax: +33 (0)1 47 40 67 02


Url canonique : www.lavoisier.fr/livre/sciences-humaines-et-sociales/cognitive-foundations-for-improving-mathematical-learning/descriptif_3787389
Url courte ou permalien : www.lavoisier.fr/livre/notice.asp?ouvrage=3787389

Cognitive Foundations for Improving Mathematical Learning Mathematical Cognition and Learning (Print) Series

Langue : Anglais

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

Couverture de l’ouvrage Cognitive Foundations for Improving Mathematical Learning

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.

1. Introduction: Cognitive Foundations of Mathematics Interventions and Early Numeracy Influences David C. Geary, Daniel B. Berch, and Kathleen Mann Koepke 2. The Effects of SES, Grade-Repeating, and IQ in a Game-Based Approximate Math Intervention Josh Langfus, Alejandro Maiche, Dinorah De León, Dahiana Fitipalde, Álvaro Mailhos, and Justin Halberda 3. Role of Play and Games in Building Children’s Foundational Numerical Knowledge Geetha B. Ramani, Emily N. Daubert, and Nicole R. Scalise 4. Understanding the Link between the Approximate Number System and Math Abilities Melissa E. Libertus 5. Mathematical Development in Early Home Environment Susan C. Levine, Dominic J. Gibson, and Talia Berkowitz 6. From Cognition to Curriculum to Scale Julie Sarama and Douglas H. Clement 7. Development of Mathematical Language in Preschool and its Role in Learning Numeracy Skills David J. purpura, Amy R. Napoli, and Yemimah King 8. Early Numeracy Skills Learning and Learning Difficulties—Evidence-based Assessment and Interventions Pirjo Aunio 9. Improving the Mathematical Knowledge of At-Risk Preschool Children: Two Approaches to Intensifying Early Math Intervention Alice Klein, Prentice Starkey, and Lydia DeFlorio 10. The Use of Analogies in Mathematics Instruction: Affordances and Challenges Xenia Vamvakoussi 11. The Role of Visual Representations in Mathematical Word Problems Asha K. Jitendra and John Woodward 12. The Role of Cognitive Processes in Treating Mathematics Learning Difficulties Lynn S. Fuchs, Douglas Fuchs, Amelia S. Malone, Pamela M. Seethaler, and Caitlin Craddock 13. Explanations and Implications of Diminishing Intervention Impacts Across Time Drew Bailey

David C. Geary is a cognitive developmental and evolutionary psychologist at the University of Missouri. He has wide ranging interests but his primary areas of research and scholarly work are children’s mathematical cognition and learning and Darwin’s sexual selection as largely but not solely related to human sex differences.

Professor Geary directed a 10-year longitudinal study of children’s mathematical development from kindergarten to ninth grade, with a focus on identifying the core deficits underlying learning disabilities and persistent low achievement in mathematics. The study was funded by the National Institutes of Health (US), including through a MERIT award to professor Geary. One result has been the identification of the school-entry number knowledge that predicts economically-relevant mathematical competencies in adolescence. As a follow-up, professor Geary is directing a second longitudinal study, funded by the National Science Foundation (US), to identify the preschool quantitative competencies that predict this school-entry number knowledge. Professor Geary has also published conceptual and theoretical articles on individual differences in children’s mathematical learning, as well as a book published by the American Psychological Association, Children’s mathematical development (1994); recently translated into Korean. Professor Geary has also contributed to applied and policy related work on this topic, serving, for instance, on the President’s National Mathematics Advisory Panel, and chairing it’s learning processes task group.

Professor Geary’s interests in evolution are reflected in two of his other books published by the American Psychological Association, The origin of mind: Evolution of brain, cognition, and general intelligence (2005), and Male, female: The evolution of human sex differences (1998, 2010 second edition). The corresponding empirical work ranges from the study of changes in brain volume during hominid evolution t

  • 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

Date de parution :

Ouvrage de 377 p.

15x22.8 cm

Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).

146,54 €

Ajouter au panier

Thème de Cognitive Foundations for Improving Mathematical Learning :