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Author: Gérard Deloche Publisher: Routledge ISBN: 0429949227 Category : Psychology Languages : en Pages : 298
Book Description
Originally published in 1987, interest in mathematical cognition was not new in psychology. However, it was rediscovered in the 1970s under the influential work of the Genevan School. In particular, Piaget’s work on conservation, including conservation of number, profoundly influenced developmental psychologists who, working first in the Piagetian theoretical framework, began to discover a broader set of topics in mathematical cognition. In developmental psychology, the field continued to expand and covered a wide range of topics. During the same period, however, no such evolution occurred in neuropsychology, and except for some studies around the time of publication, very little had been published on acalculia and number processing disorders. However, a more general theoretical evolution occurred in neuropsychology, mainly due to increasing collaboration between clinical and experimental neuropsychologists, on the one hand and cognitive psychologists on the other. The objective of this book was to promote an evolution in the neuropsychology of calculation and number processing deficits and thus to introduce clinical and experimental neuropsychologists, as well as developmental and cognitive psychologists, to recent research and theoretical approaches that are of particular interest for the neuropsychological approach to mathematical cognition.
Author: Gérard Deloche Publisher: Routledge ISBN: 0429949227 Category : Psychology Languages : en Pages : 298
Book Description
Originally published in 1987, interest in mathematical cognition was not new in psychology. However, it was rediscovered in the 1970s under the influential work of the Genevan School. In particular, Piaget’s work on conservation, including conservation of number, profoundly influenced developmental psychologists who, working first in the Piagetian theoretical framework, began to discover a broader set of topics in mathematical cognition. In developmental psychology, the field continued to expand and covered a wide range of topics. During the same period, however, no such evolution occurred in neuropsychology, and except for some studies around the time of publication, very little had been published on acalculia and number processing disorders. However, a more general theoretical evolution occurred in neuropsychology, mainly due to increasing collaboration between clinical and experimental neuropsychologists, on the one hand and cognitive psychologists on the other. The objective of this book was to promote an evolution in the neuropsychology of calculation and number processing deficits and thus to introduce clinical and experimental neuropsychologists, as well as developmental and cognitive psychologists, to recent research and theoretical approaches that are of particular interest for the neuropsychological approach to mathematical cognition.
Author: Asha K. Jitendra Publisher: Pro-Ed ISBN: Category : Education Languages : en Pages : 316
Book Description
This is a detailed-scripted program using Schema-Based Instruction (SBI), designed as a framework for instructional implementation. It is primarily for school practitioners (e.g., special and general education teachers, school psychologists, etc.) teaching critical word problem solving skills to students with disabilities, grades 1-8.
Author: Paulo Tan Publisher: National Council of Teachers of English ISBN: 9781680540246 Category : Learning disabled children Languages : en Pages :
Book Description
"The authors share their experiences and ideas to support your learning and practices involving persons with disabilities and those "at risk" of being identified. These ideas and experiences often revolve around students we supported as teachers of mathematics, teacher educators, and even our own experiences as learners of mathematics with an identified disability. The main purpose of sharing these stories is to highlight the power of humanizing mathematics of students with disabilities"--
Author: Daniel B. Berch Publisher: Brookes Publishing Company ISBN: Category : Education Languages : en Pages : 496
Book Description
This landmark resource gives educational decision-makers and researchers theoretical and practical insight into mathematical learning difficulties and disabilities, combining diverse perspectives from fields such as special education, developmental
Author: Rachel Lambert Publisher: Corwin Press ISBN: 1071941151 Category : Education Languages : en Pages : 201
Book Description
Every child has a right to make sense of math, and to use math to make sense of their worlds. Despite their gifts, students with disabilities are often viewed from a deficit standpoint in mathematics classrooms. These students are often conceptualized as needing to be fixed or remediated. Rethinking Disability and Mathematics argues that mathematics should be a transformative space for these students, a place where they can discover their power and potential and be appreciated for their many strengths. Author Rachel Lambert introduces Universal Design for Learning for Math (UDL Math), a way to design math classrooms that empowers disabled and neurodiverse students to engage in mathematics in ways that lead to meaningful and joyful math learning. The book showcases how UDL Math can open up mathematics classrooms so that they provide access to meaningful understanding and an identity as a math learner to a wider range of students. Weaved throughout the book are the voices of neurodiverse learners telling their own stories of math learning. Through stories of real teachers recognizing the barriers in their own math classrooms and redesigning to increase access, the book: Reframes students with disabilities from a deficit to an asset perspective, paving the way for trusting their mathematical thinking Offers equitable math instruction for all learners, including those with disabilities, neurodiverse students, and/or multilingual learners Applies UDL to the math classroom, providing practical tips and techniques to support students′ cognitive, affective, and strategic development Immerses readers in math classrooms where all students are engaged in meaningful mathematics, from special education day classes to inclusive general education classrooms, from grades K-8. Integrates research on mathematical learning including critical math content such as developing number sense and place value, fluency with math facts and operations, and understanding fractions and algebraic thinking. Explores critical issues such as writing IEP goals in math This book is designed for all math educators, both those trained as general education teachers and those trained as special education teachers. The UDL Math approach is adapted to work for all learners because everyone varies in how they perceive the world and in how they approach mathematical problem solving. When we rethink mathematics to include multiple ways of being a math learner, we make math accessible and engaging for a wider group of learners.
Author: Jamie I.D. Campbell Publisher: Psychology Press ISBN: 1135423660 Category : Psychology Languages : en Pages : 527
Book Description
How does the brain represent number and make mathematical calculations? What underlies the development of numerical and mathematical abilities? What factors affect the learning of numerical concepts and skills? What are the biological bases of number knowledge? Do humans and other animals share similar numerical representations and processes? What underlies numerical and mathematical disabilities and disorders, and what is the prognosis for rehabilitation? These questions are the domain of mathematical cognition, the field of research concerned with the cognitive and neurological processes that underlie numerical and mathematical abilities. TheHandbook of Mathematical Cognition is a collection of 27 essays by leading researchers that provides a comprehensive review of this important research field.
Author: Annemarie Fritz Publisher: Springer ISBN: 3319971484 Category : Education Languages : en Pages : 834
Book Description
This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there’s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it’s time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.
Author: Gérard Deloche
Author: Gérard Deloche
Author: Shelley Shaul
Author: Asha K. Jitendra
Author: Paulo Tan
Author: Daniel B. Berch
Author: Rachel Lambert
Author: Jamie I.D. Campbell
Author: James M. Royer
Author: Nancy S. Bley
Author: Annemarie Fritz