Heterogeneous Contributions to Numerical Cognition

Heterogeneous Contributions to Numerical Cognition

Learning and Education in Mathematical Cognition

1st Edition - May 27, 2021

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  • Editors: Wim Fias, Avishai Henik
  • eBook ISBN: 9780128174159
  • Hardcover ISBN: 9780128174142

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Description

Arithmetic disability stems from deficits in neurodevelopment, with great individual differences in development or function of an individual at neuroanatomical, neuropsychological, behavioral, and interactional levels. Heterogeneous Contributions to Numerical Cognition: Learning and Education in Mathematical Cognition examines research in mathematical education methods and their neurodevelopmental basis, focusing on the underlying neurodevelopmental features that must be taken into account when teaching and learning mathematics. Cognitive domains and functions such as executive functions, memory, attention, and language contribute to numerical cognition and are essential for its proper development. These lines of research and thinking in neuroscience are discussed in this book to further the understanding of the neurodevelopmental and cognitive basis of more complex forms of mathematics – and how to best teach them. By unravelling the basic building blocks of numerical thinking and the developmental basis of human capacity for arithmetic, this book and the discussions within are important for the achievement of a comprehensive understanding of numerical cognition, its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills.

Key Features

  • A novel innovative reference on the emerging field of numerical cognition and neurodevelopment underlying mathematical education
  • Includes an overview of the multiple disciplines that comprise numerical cognition written by world-leading researchers in the numerical cognition and neurodevelopment fields
  • Features an innovative organization with each section providing a general overview, developmental research, neurocognitive mechanisms, and discussion about relevant studies

Readership

Neuroscientists, cognitive neuroscientists, neurophysiologists, educators, education researchers, neurologists, cognitive and developmental psychologists, graduate students, and post-doctoral fellows

Table of Contents

  • 1. From quantical to numerical cognition: A crucial passage for understanding the nature of mathematics and its origins
     
    SECTION I Advanced mathematics, reasoning and problem solving
    2. Toward an inhibitory control theory of the reasoning brain in development
    3. Maths and logic: Relationships across development
    4. Cerebral underpinning of advanced mathematical activity

    SECTION II Math education
    5. Looking at the development of mathematical knowledge from the perspective of the framework theory approach to conceptual change: Lessons for mathematics education
    6. Subtraction by addition: A remarkably natural and clever way to subtract?
    7. Probing the neural basis rational numbers: The role of inhibitory control and magnitude representations
    8. Learning and education in numerical cognition: We do need education

    SECTION III Intervention studies
    9. Supporting early numeracy: The role of spontaneous mathematical focusing tendencies in learning and instruction
    10. Developmental course of numerical learning problems
    in children and how to prevent dyscalculia: A summary of the longitudinal examination of children from kindergarten to secondary school
    11. Neurocognitive mechanisms of numerical intervention studies: The case of brain stimulation
    12. Intervention studies in math: A metareview

    SECTION IV Math deficiencies and difficulties
    13. The complex pathways toward the development of math anxiety and links with achievements
    14. What predicts the development of fact retrieval speed and calculation accuracy in children with (and without) arithmetic disabilities (AD). What can we learn from longitudinal studies?
    15. Early neurocognitive development of dyscalculia
    16. Early difficulties in numerical cognition

Product details

  • No. of pages: 422
  • Language: English
  • Copyright: © Academic Press 2021
  • Published: May 27, 2021
  • Imprint: Academic Press
  • eBook ISBN: 9780128174159
  • Hardcover ISBN: 9780128174142

About the Editors

Wim Fias

Wim Fias
Dr. Fias is a Professor of Experimental Psychology at Ghent University. He is currently editor-in-chief of the Journal of Numerical Cognition and has been consulting editor for Journal of Experimental Psychology: Learning Memory and Cognition and was an editorial board member of the journal Cognition. He serves regularly as an ad hoc reviewer for all major journals in the domain of Cognitive Psychology and Cognitive Neuroscience. Dr. Fias has over 100 publications on the topics of numerical cognition, working memory and cognitive control. His research uses behavioral and neuroimaging techniques in a complementary way.

Affiliations and Expertise

Professor of Experimental Psychology, Faculty of Psychology and Educational Sciences, Department of Experimental Psychology, Ghent University, Ghent, Belgium

Avishai Henik

Avishai Henik
Dr. Avishai Henik is a Distinguished Professor Emeritus of Psychology at Ben-Gurion University of the Negev. Dr. Henik has over 300 publications. A leader in the field, he has been awarded a prestigious European Research Council (ERC) advanced grant to continue his cutting-edge research on the contribution of non-countable dimensions to the development and understanding of numerical cognition. Dr. Henik has recently won a Humboldt Research Award, in recognition of accomplishments in research and teaching, and the FENS-Kavli Network of Excellence Mentoring Prize 2020, for demonstrated leadership in fostering the careers of neuroscientists.

Affiliations and Expertise

Distinguished Professor Emeritus of Psychology, Department of Psychology, Ben-Gurion University of the Negev, Beer-Sheva, Israel

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