Constructing number: merging perspectives from psychology and mathematics education
"The book synergizes research on number across two disciplines—mathematics education and psychology. The underlying problem the book addresses is how the brain constructs number. The opening chapter frames the problem in terms of children’s activity, including mental and physical actions. Subse...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Cham, Switzerland
Springer
[2019]
|
| Schriftenreihe: | Research in mathematics education
|
| Schlagworte: | |
| Zusammenfassung: | "The book synergizes research on number across two disciplines—mathematics education and psychology. The underlying problem the book addresses is how the brain constructs number. The opening chapter frames the problem in terms of children’s activity, including mental and physical actions. Subsequent chapters are organized into sections that address specific domains of number: natural numbers, fractions, and integers. Chapters within each section address ways that children build upon biological primitives (e.g., subitizing) and prior constructs (e.g., counting sequences) to construct number. The book relies on co-authored chapters and commentaries at the end of each section to create dialogue between junior faculty and senior researchers, as well as between psychologists and mathematics educators. The final chapter brings this work together around the framework of children’s activity and additional themes that arise in the collective work. The book is aimed to appeal to mathematics educators, mathematics teacher educators, mathematics education researchers, educational psychologists, cognitive psychologists, and developmental psychologists"--Page 4 of cover |
| Beschreibung: | xxi, 370 Seiten Illustrationen 25 cm |
| ISBN: | 9783030004903 3030004902 |
Internformat
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| 245 | 1 | 0 | |a Constructing number |b merging perspectives from psychology and mathematics education |c Anderson Norton, Martha W. Alibali, editors |
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| 490 | 0 | |a Research in mathematics education | |
| 505 | 8 | 0 | |t Mathematics in action |r Anderson Norton and Martha W. Alibali |t Subitizing: the neglected quantifier |r Douglas H. Clements, Julie Sarama, and Beth L. McDonald |t Discerning a progression in conceptions of magnitude during children’s construction of number |r Catherine Ulrich and Anderson Norton |t Spontaneous mathematical focusing tendencies in mathematical development and education |r Jake McMullen, Jenny Yun-Chen Chan, Michèle M. M. Mazzocco, and Minna M. Hannula-Sormunen |t Leveraging relational learning mechanisms to improve place value instruction |r Kelly S. Mix, Linda B. Smith, and Sandra Crespo |t The complexity of basic number processing: a commentary from a neurocognitive perspective |r Bert De Smedt |t Understanding fractions: integrating results from mathematics education, cognitive psychology, and neuroscience |r Andreas Obersteiner, Thomas Dresler, Silke M. Bieck, and Korbinian Moeller |t Developing fractions as multiplicative relations: a model of cognitive reorganization |r Ron Tzur |t Developing a concept of multiplication of fractions: building on constructivist and sociocultural theory |r Martin A. Simon |t What's perception got to do with it? Re-framing foundations for rational number concepts |r Percival G. Matthews and Ryan Ziols |t Commentary on fractions |r Sybilla Beckmann |t Understanding negative numbers |r Laura Bofferding |t Integers as directed quantities |r Nicole M. Wessman-Enzinger |t Cognitive science foundations of integer understanding and instruction |r Sashank Varma, Kristen P. Blair, and Daniel L. Schwartz |
| 505 | 8 | 0 | |t Commentary on negative numbers: aspects of epistemology, cognition, and instruction |r Guershon Harel |t Synergizing research on constructing number: themes and prospects |r Martha W. Alibali and Anderson Norton |
| 520 | 3 | |a "The book synergizes research on number across two disciplines—mathematics education and psychology. The underlying problem the book addresses is how the brain constructs number. The opening chapter frames the problem in terms of children’s activity, including mental and physical actions. Subsequent chapters are organized into sections that address specific domains of number: natural numbers, fractions, and integers. Chapters within each section address ways that children build upon biological primitives (e.g., subitizing) and prior constructs (e.g., counting sequences) to construct number. The book relies on co-authored chapters and commentaries at the end of each section to create dialogue between junior faculty and senior researchers, as well as between psychologists and mathematics educators. The final chapter brings this work together around the framework of children’s activity and additional themes that arise in the collective work. The book is aimed to appeal to mathematics educators, mathematics teacher educators, mathematics education researchers, educational psychologists, cognitive psychologists, and developmental psychologists"--Page 4 of cover | |
| 650 | 0 | 7 | |a Mathematikunterricht |0 (DE-588)4037949-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Entwicklungspsychologie |0 (DE-588)4014963-8 |2 gnd |9 rswk-swf |
| 653 | 0 | |a Number concept / Study and teaching (Primary) | |
| 653 | 0 | |a Number concept in children | |
| 653 | 0 | |a Mathematics / Psychological aspects | |
| 689 | 0 | 0 | |a Mathematikunterricht |0 (DE-588)4037949-8 |D s |
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| 700 | 1 | |a Norton, Anderson |e Sonstige |4 oth | |
| 700 | 1 | |a Alibali, Martha |e Sonstige |0 (DE-588)129485071 |4 oth | |
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Datensatz im Suchindex
| _version_ | 1804180018508595200 |
|---|---|
| any_adam_object | |
| author_GND | (DE-588)129485071 |
| author_additional | Anderson Norton and Martha W. Alibali Douglas H. Clements, Julie Sarama, and Beth L. McDonald Catherine Ulrich and Anderson Norton Jake McMullen, Jenny Yun-Chen Chan, Michèle M. M. Mazzocco, and Minna M. Hannula-Sormunen Kelly S. Mix, Linda B. Smith, and Sandra Crespo Bert De Smedt Andreas Obersteiner, Thomas Dresler, Silke M. Bieck, and Korbinian Moeller Ron Tzur Martin A. Simon Percival G. Matthews and Ryan Ziols Sybilla Beckmann Laura Bofferding Nicole M. Wessman-Enzinger Sashank Varma, Kristen P. Blair, and Daniel L. Schwartz Guershon Harel Martha W. Alibali and Anderson Norton |
| building | Verbundindex |
| bvnumber | BV045874527 |
| classification_rvk | SM 607 SM 610 |
| contents | Mathematics in action Subitizing: the neglected quantifier Discerning a progression in conceptions of magnitude during children’s construction of number Spontaneous mathematical focusing tendencies in mathematical development and education Leveraging relational learning mechanisms to improve place value instruction The complexity of basic number processing: a commentary from a neurocognitive perspective Understanding fractions: integrating results from mathematics education, cognitive psychology, and neuroscience Developing fractions as multiplicative relations: a model of cognitive reorganization Developing a concept of multiplication of fractions: building on constructivist and sociocultural theory What's perception got to do with it? Re-framing foundations for rational number concepts Commentary on fractions Understanding negative numbers Integers as directed quantities Cognitive science foundations of integer understanding and instruction Commentary on negative numbers: aspects of epistemology, cognition, and instruction Synergizing research on constructing number: themes and prospects |
| ctrlnum | (OCoLC)1107377072 (DE-599)BVBBV045874527 |
| discipline | Mathematik |
| format | Book |
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| id | DE-604.BV045874527 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:29:05Z |
| institution | BVB |
| isbn | 9783030004903 3030004902 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-031257776 |
| oclc_num | 1107377072 |
| open_access_boolean | |
| owner | DE-20 |
| owner_facet | DE-20 |
| physical | xxi, 370 Seiten Illustrationen 25 cm |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Springer |
| record_format | marc |
| series2 | Research in mathematics education |
| spelling | Constructing number merging perspectives from psychology and mathematics education Anderson Norton, Martha W. Alibali, editors Cham, Switzerland Springer [2019] xxi, 370 Seiten Illustrationen 25 cm txt rdacontent n rdamedia nc rdacarrier Research in mathematics education Mathematics in action Anderson Norton and Martha W. Alibali Subitizing: the neglected quantifier Douglas H. Clements, Julie Sarama, and Beth L. McDonald Discerning a progression in conceptions of magnitude during children’s construction of number Catherine Ulrich and Anderson Norton Spontaneous mathematical focusing tendencies in mathematical development and education Jake McMullen, Jenny Yun-Chen Chan, Michèle M. M. Mazzocco, and Minna M. Hannula-Sormunen Leveraging relational learning mechanisms to improve place value instruction Kelly S. Mix, Linda B. Smith, and Sandra Crespo The complexity of basic number processing: a commentary from a neurocognitive perspective Bert De Smedt Understanding fractions: integrating results from mathematics education, cognitive psychology, and neuroscience Andreas Obersteiner, Thomas Dresler, Silke M. Bieck, and Korbinian Moeller Developing fractions as multiplicative relations: a model of cognitive reorganization Ron Tzur Developing a concept of multiplication of fractions: building on constructivist and sociocultural theory Martin A. Simon What's perception got to do with it? Re-framing foundations for rational number concepts Percival G. Matthews and Ryan Ziols Commentary on fractions Sybilla Beckmann Understanding negative numbers Laura Bofferding Integers as directed quantities Nicole M. Wessman-Enzinger Cognitive science foundations of integer understanding and instruction Sashank Varma, Kristen P. Blair, and Daniel L. Schwartz Commentary on negative numbers: aspects of epistemology, cognition, and instruction Guershon Harel Synergizing research on constructing number: themes and prospects Martha W. Alibali and Anderson Norton "The book synergizes research on number across two disciplines—mathematics education and psychology. The underlying problem the book addresses is how the brain constructs number. The opening chapter frames the problem in terms of children’s activity, including mental and physical actions. Subsequent chapters are organized into sections that address specific domains of number: natural numbers, fractions, and integers. Chapters within each section address ways that children build upon biological primitives (e.g., subitizing) and prior constructs (e.g., counting sequences) to construct number. The book relies on co-authored chapters and commentaries at the end of each section to create dialogue between junior faculty and senior researchers, as well as between psychologists and mathematics educators. The final chapter brings this work together around the framework of children’s activity and additional themes that arise in the collective work. The book is aimed to appeal to mathematics educators, mathematics teacher educators, mathematics education researchers, educational psychologists, cognitive psychologists, and developmental psychologists"--Page 4 of cover Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Number concept / Study and teaching (Primary) Number concept in children Mathematics / Psychological aspects Mathematikunterricht (DE-588)4037949-8 s Entwicklungspsychologie (DE-588)4014963-8 s 1\p DE-604 Norton, Anderson Sonstige oth Alibali, Martha Sonstige (DE-588)129485071 oth 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Constructing number merging perspectives from psychology and mathematics education Mathematics in action Subitizing: the neglected quantifier Discerning a progression in conceptions of magnitude during children’s construction of number Spontaneous mathematical focusing tendencies in mathematical development and education Leveraging relational learning mechanisms to improve place value instruction The complexity of basic number processing: a commentary from a neurocognitive perspective Understanding fractions: integrating results from mathematics education, cognitive psychology, and neuroscience Developing fractions as multiplicative relations: a model of cognitive reorganization Developing a concept of multiplication of fractions: building on constructivist and sociocultural theory What's perception got to do with it? Re-framing foundations for rational number concepts Commentary on fractions Understanding negative numbers Integers as directed quantities Cognitive science foundations of integer understanding and instruction Commentary on negative numbers: aspects of epistemology, cognition, and instruction Synergizing research on constructing number: themes and prospects Mathematikunterricht (DE-588)4037949-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| subject_GND | (DE-588)4037949-8 (DE-588)4014963-8 |
| title | Constructing number merging perspectives from psychology and mathematics education |
| title_alt | Mathematics in action Subitizing: the neglected quantifier Discerning a progression in conceptions of magnitude during children’s construction of number Spontaneous mathematical focusing tendencies in mathematical development and education Leveraging relational learning mechanisms to improve place value instruction The complexity of basic number processing: a commentary from a neurocognitive perspective Understanding fractions: integrating results from mathematics education, cognitive psychology, and neuroscience Developing fractions as multiplicative relations: a model of cognitive reorganization Developing a concept of multiplication of fractions: building on constructivist and sociocultural theory What's perception got to do with it? Re-framing foundations for rational number concepts Commentary on fractions Understanding negative numbers Integers as directed quantities Cognitive science foundations of integer understanding and instruction Commentary on negative numbers: aspects of epistemology, cognition, and instruction Synergizing research on constructing number: themes and prospects |
| title_auth | Constructing number merging perspectives from psychology and mathematics education |
| title_exact_search | Constructing number merging perspectives from psychology and mathematics education |
| title_full | Constructing number merging perspectives from psychology and mathematics education Anderson Norton, Martha W. Alibali, editors |
| title_fullStr | Constructing number merging perspectives from psychology and mathematics education Anderson Norton, Martha W. Alibali, editors |
| title_full_unstemmed | Constructing number merging perspectives from psychology and mathematics education Anderson Norton, Martha W. Alibali, editors |
| title_short | Constructing number |
| title_sort | constructing number merging perspectives from psychology and mathematics education |
| title_sub | merging perspectives from psychology and mathematics education |
| topic | Mathematikunterricht (DE-588)4037949-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| topic_facet | Mathematikunterricht Entwicklungspsychologie |
| work_keys_str_mv | AT nortonanderson constructingnumbermergingperspectivesfrompsychologyandmathematicseducation AT alibalimartha constructingnumbermergingperspectivesfrompsychologyandmathematicseducation |