Description
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
Table of Contents
1. Cognitive Processes Contributing to Mathematical Performance in Children with Neurological Disorders: Implications for Typical and Atypical Mathematical Development2. Using Cognitive Science to Develop Innovative Approaches to Improving Fractions Instruction for Students with Mathematics Difficulties3. Children's Conceptual Understanding of Multiplication and Division4. Developmental Changes in the Influences of Domain-General Capabilities and Domain-Specific Skills in Learning Algebra5. Understanding and Alleviating Children's Difficulties with Mathematical Equivalence6. Emergence of Trigonometric Abilities from Experience in Distributed Neural Networks7. Facilitating Conceptual and Procedural Learning in Algebra8. The Power of Comparison in Learning and Instruction: Experimental Evidence from Mathematics Classrooms9. The Transition from Natural to Rational Number Knowledge10. The Solving of Arithmetical Word Problems11. The Development of Competence in Complex Arithmetic12. The Solving of Algebra Problems
