國立虎尾科技大學 |

Mathematical Reasoning of Children and Adults = Teaching and Learning from an Interdisciplinary Perspective /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mathematical Reasoning of Children and Adults/ edited by Alina Galvão Spinillo, Síntria Labres Lautert, Rute Elizabete de Souza Rosa Borba.
Reminder of title:	Teaching and Learning from an Interdisciplinary Perspective /
other author:	Spinillo, Alina Galvão.
Description:	XIV, 322 p. 67 illus., 24 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Educational psychology. -
Online resource:	https://doi.org/10.1007/978-3-030-69657-3
ISBN:	9783030696573

Mathematical Reasoning of Children and Adults = Teaching and Learning from an Interdisciplinary Perspective /
Mathematical Reasoning of Children and AdultsTeaching and Learning from an Interdisciplinary Perspective /[electronic resource] :edited by Alina Galvão Spinillo, Síntria Labres Lautert, Rute Elizabete de Souza Rosa Borba. - 1st ed. 2021. - XIV, 322 p. 67 illus., 24 illus. in color.online resource.

1. Mathematical reasoning: the learner, the teacher, the teaching and learning -- 2. Number sense and flexibility of calculation: a common focus on number relations -- 3. Number sense in a developmental perspective: comparing the mastery of its different components in children -- 4. Mental and neural foundations of numerical magnitude -- 5. Strategies and accuracy in the number line task in Colombian and Brazilian deaf children -- 6. 1, 2, 3... Let’s count: The development of counting at the beginning of compulsory schooling -- 7. How do Kindergarten children deal with possibilities in combinatorial problems? -- 8. A Kindergarten student’s uses and understandings of tables while working with function problems -- 9. Performance and strategies used by Elementary School 5th graders when solving problems involving functional reasoning -- 10. Contributions of digital technologies to the development of algebra-ic thinking at school -- 11. How teachers deal with students’ mathematical reasoning when promoting whole-class discussion during the teaching of algebra -- 12. The posing of mathematical problems by university students of mathematics -- 13. What do low-educated adults and children think about the uses of mathematics?.

This book adopts an interdisciplinary approach to investigate the development of mathematical reasoning in both children and adults and to show how understanding the learner’s cognitive processes can help teachers develop better strategies to teach mathematics. This contributed volume departs from the interdisciplinary field of psychology of mathematics education and brings together contributions by researchers from different fields and disciplines, such as cognitive psychology, neuroscience and mathematics education. The chapters are presented in the light of the three instances that permeate the entire book: the learner, the teacher, and the teaching and learning process. Some of the chapters analyse the didactic challenges that teachers face in the classroom, such as how to interpret students' reasoning, the use of digital technologies, and their knowledge about mathematics. Other chapters examine students' opinions about mathematics, and others analyse the ways in which students solve situations that involve basic and complex mathematical concepts. The approaches adopted in the description and interpretation of the data obtained in the studies documented in this book point out the limits, the development, and the possibilities of students' thinking, and present didactic and cognitive perspectives to the learning scenarios in different school settings. Mathematical Reasoning of Children and Adults: Teaching and Learning from an Interdisciplinary Perspective will be a valuable resource for both mathematics teachers and researchers studying the development of mathematical reasoning in different fields, such as mathematics education, educational psychology, cognitive psychology, and developmental psychology.

ISBN: 9783030696573

Standard No.: 10.1007/978-3-030-69657-3doiSubjects--Topical Terms:

555103
Educational psychology.

LC Class. No.: LB1050.9-1091

Dewey Class. No.: 370.15

Mathematical Reasoning of Children and Adults = Teaching and Learning from an Interdisciplinary Perspective /
LDR:04494nam a22003975i 4500 001 1056610
003 DE-He213
005 20210921200328.0
007 cr nn 008mamaa
008 220103s2021 sz | s |||| 0|eng d
020 $a 9783030696573 $9 978-3-030-69657-3
024 7 $a 10.1007/978-3-030-69657-3 $2 doi
035 $a 978-3-030-69657-3
050 4 $a LB1050.9-1091
072 7 $a JNC $2 bicssc
072 7 $a EDU009000 $2 bisacsh
072 7 $a JNC $2 thema
082 0 4 $a 370.15 $2 23
245 1 0 $a Mathematical Reasoning of Children and Adults $h [electronic resource] : $b Teaching and Learning from an Interdisciplinary Perspective / $c edited by Alina Galvão Spinillo, Síntria Labres Lautert, Rute Elizabete de Souza Rosa Borba.
250 $a 1st ed. 2021.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a XIV, 322 p. 67 illus., 24 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a 1. Mathematical reasoning: the learner, the teacher, the teaching and learning -- 2. Number sense and flexibility of calculation: a common focus on number relations -- 3. Number sense in a developmental perspective: comparing the mastery of its different components in children -- 4. Mental and neural foundations of numerical magnitude -- 5. Strategies and accuracy in the number line task in Colombian and Brazilian deaf children -- 6. 1, 2, 3... Let’s count: The development of counting at the beginning of compulsory schooling -- 7. How do Kindergarten children deal with possibilities in combinatorial problems? -- 8. A Kindergarten student’s uses and understandings of tables while working with function problems -- 9. Performance and strategies used by Elementary School 5th graders when solving problems involving functional reasoning -- 10. Contributions of digital technologies to the development of algebra-ic thinking at school -- 11. How teachers deal with students’ mathematical reasoning when promoting whole-class discussion during the teaching of algebra -- 12. The posing of mathematical problems by university students of mathematics -- 13. What do low-educated adults and children think about the uses of mathematics?.
520 $a This book adopts an interdisciplinary approach to investigate the development of mathematical reasoning in both children and adults and to show how understanding the learner’s cognitive processes can help teachers develop better strategies to teach mathematics. This contributed volume departs from the interdisciplinary field of psychology of mathematics education and brings together contributions by researchers from different fields and disciplines, such as cognitive psychology, neuroscience and mathematics education. The chapters are presented in the light of the three instances that permeate the entire book: the learner, the teacher, and the teaching and learning process. Some of the chapters analyse the didactic challenges that teachers face in the classroom, such as how to interpret students' reasoning, the use of digital technologies, and their knowledge about mathematics. Other chapters examine students' opinions about mathematics, and others analyse the ways in which students solve situations that involve basic and complex mathematical concepts. The approaches adopted in the description and interpretation of the data obtained in the studies documented in this book point out the limits, the development, and the possibilities of students' thinking, and present didactic and cognitive perspectives to the learning scenarios in different school settings. Mathematical Reasoning of Children and Adults: Teaching and Learning from an Interdisciplinary Perspective will be a valuable resource for both mathematics teachers and researchers studying the development of mathematical reasoning in different fields, such as mathematics education, educational psychology, cognitive psychology, and developmental psychology.
650 0 $a Educational psychology. $3 555103
650 0 $a Mathematics—Study and teaching . $3 1253684
650 0 $a Cognitive psychology. $3 556029
650 0 $a Developmental psychology. $3 557458
650 1 4 $a Pedagogic Psychology. $3 678061
650 2 4 $a Mathematics Education. $3 671509
650 2 4 $a Cognitive Psychology. $3 593892
650 2 4 $a Developmental Psychology. $3 668338
700 1 $a Spinillo, Alina Galvão. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1361961
700 1 $a Lautert, Síntria Labres. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1361962
700 1 $a Borba, Rute Elizabete de Souza Rosa. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1281533
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030696566
776 0 8 $i Printed edition: $z 9783030696580
776 0 8 $i Printed edition: $z 9783030696597
856 4 0 $u https://doi.org/10.1007/978-3-030-69657-3
912 $a ZDB-2-BSP
912 $a ZDB-2-SXBP
950 $a Behavioral Science and Psychology (SpringerNature-41168)
950 $a Behavioral Science and Psychology (R0) (SpringerNature-43718)