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Acquisition of Complex Arithmetic Skills and Higher-Order by David C. Geary, Daniel B. Berch, Robert Ochsendorf, Kathleen

By David C. Geary, Daniel B. Berch, Robert Ochsendorf, Kathleen Mann Koepke

Acquisition of complicated mathematics talents and Higher-Order arithmetic Concepts specializes in general and ordinary studying of advanced mathematics abilities and higher-order math thoughts. As a part of the sequence Mathematical Cognition and Learning, this quantity covers fresh advances within the knowing of children’s constructing advantage with whole-number mathematics, fractions, and rational numbers. every one bankruptcy covers those themes from a number of views, together with genetic issues, cognition, guideline, and neural networks.

  • Covers leading edge measures and up to date methodological advances in mathematical pondering and learning
  • Contains contributions that increase guideline and schooling in those domains
  • Informs coverage aimed toward expanding the extent of mathematical skillability within the normal public

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Extra resources for Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3 (Mathematical Cognition and Learning

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CMP was revised to explicitly include (1) graphics with verbal descriptions to promote the integration of concepts, (2) interleaved worked examples with new problem types, (3) spaced learning of critical content over time, and (4) focused feedback on quizzes and homework to promote learning. The revised CMP materials are being experimentally contrasted against the original CMP materials. The findings from this center are still being disseminated but preliminary results seem promising with the revised materials demonstrating improved learning in three of the four CMP units (Davenport, Kao, & Schneider, 2013).

2006; Siegler, 1988). , 2006). , 3 + 4 + 5 can be solved correctly by adding 3 and 4 and then adding 5 or by adding 4 and 5 together and then adding 3). , Shumway, 1974), but associativity can also be applied to the standard problems devised by Bisanz and LeFevre (1990). These standard problems can also be used to assess conceptual knowledge so are often called associativity problems 28 PART | I Complex Arithmetic Processing (Klein & Bisanz, 2000). , 9 – 3 = 6 + 4 and 9 ÷ 3 = 3 × 4). The advantage of using the associativity shortcut becomes obvious on problems, such as 453 + 987 − 972 or 23 × 39 ÷ 13.

F. (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioral and Brain Sciences, 23, 645–726. , & Vosniadou, S. (2004). The development of student’s understanding of the numerical value of fractions. Learning and Instruction, 14, 508–518. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285. Sweller, J. (2015). In academe, what is learned, and how is it learned? Current Directions in Psychological Science, 24, 190–194.

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