TY - CHAP
T1 - Whole Number Thinking, Learning and Development
T2 - Neuro-cognitive, Cognitive and Developmental Approaches
AU - Mulligan, Joanne
AU - Verschaffel, Lieven
AU - Baccaglini-Frank, Anna
AU - Coles, Alf
AU - Gould, Peter
AU - He, Shengqing
AU - Ma, Yunpeng
AU - Milinković, Jasmina
AU - Obersteiner, Andreas
AU - Roberts, Nicole
AU - Sinclair, Nathalie
AU - Wang, Yanling
AU - Xie, Shu
AU - Yang, Der Ching
N1 - Publisher Copyright:
© 2018, The Author(s).
PY - 2018
Y1 - 2018
N2 - This chapter focuses on the neuro-cognitive, cognitive and developmental analyses of whole number arithmetic (WNA) learning. It comprises five sections. The first section provides an overview of the working group discussion. Section 7.2 reviews neuro-cognitive perspectives of learning WNA but looks beyond these to explain the transcoding of numerals to number words. In the third section, children’s early mathematics-related competencies in reasoning about quantitative relations, patterns and structures are explored from new theoretical perspectives. Studies presented and discussed in working group 2 are presented in the following section as exemplars of intervention studies. The final section examines methodologies utilized in neuro-cognitive, cognitive and developmental analyses of children’s whole number learning. It discusses study designs and their potentialities and limitations for understanding how children develop competencies with whole numbers as well as task designs in cognitive neuroscience research pertinent to number learning. The chapter concludes with implications for further research and teaching practice.
AB - This chapter focuses on the neuro-cognitive, cognitive and developmental analyses of whole number arithmetic (WNA) learning. It comprises five sections. The first section provides an overview of the working group discussion. Section 7.2 reviews neuro-cognitive perspectives of learning WNA but looks beyond these to explain the transcoding of numerals to number words. In the third section, children’s early mathematics-related competencies in reasoning about quantitative relations, patterns and structures are explored from new theoretical perspectives. Studies presented and discussed in working group 2 are presented in the following section as exemplars of intervention studies. The final section examines methodologies utilized in neuro-cognitive, cognitive and developmental analyses of children’s whole number learning. It discusses study designs and their potentialities and limitations for understanding how children develop competencies with whole numbers as well as task designs in cognitive neuroscience research pertinent to number learning. The chapter concludes with implications for further research and teaching practice.
UR - https://www.scopus.com/pages/publications/85061427739
U2 - 10.1007/978-3-319-63555-2_7
DO - 10.1007/978-3-319-63555-2_7
M3 - Chapter
AN - SCOPUS:85061427739
T3 - New ICMI Study Series
SP - 137
EP - 167
BT - New ICMI Study Series
PB - Springer
ER -