Some Computational Strategies of Seventh Grade Pupils
Author: Francis Greenfield Lankford
Publisher:
Published: 1972
Total Pages: 106
ISBN-13:
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Some Computational Strategies of Seventh Grade Pupils
Proceedings of the Fourth International Congress on Mathematical Education
Author: M. Zweng
Publisher: Springer Science & Business Media
Published: 2012-12-06
Total Pages: 740
ISBN-13: 1468482238
DOWNLOAD EBOOK →Henry O. Pollak Chairman of the International Program Committee Bell Laboratories Murray Hill, New Jersey, USA The Fourth International Congress on Mathematics Education was held in Berkeley, California, USA, August 10-16, 1980. Previous Congresses were held in Lyons in 1969, Exeter in 1972, and Karlsruhe in 1976. Attendance at Berkeley was about 1800 full and 500 associate members from about 90 countries; at least half of these come from outside of North America. About 450 persons participated in the program either as speakers or as presiders; approximately 40 percent of these came from the U.S. or Canada. There were four plenary addresses; they were delivered by Hans Freudenthal on major problems of mathematics education, Hermina Sinclair on the relationship between the learning of language and of mathematics, Seymour Papert on the computer as carrier of mathematical culture, and Hua Loo-Keng on popularising and applying mathematical methods. Gearge Polya was the honorary president of the Congress; illness prevented his planned attendence but he sent a brief presentation entitled, "Mathematics Improves the Mind". There was a full program of speakers, panelists, debates, miniconferences, and meetings of working and study groups. In addition, 18 major projects from around the world were invited to make presentations, and various groups representing special areas of concern had the opportunity to meet and to plan their future activities.
Psychology of Mathematics for Instruction
Author: L. B. Resnick
Publisher: Routledge
Published: 2012-11-12
Total Pages: 273
ISBN-13: 1136557520
DOWNLOAD EBOOK →Published in 1981, Psychology of Mathematics for Instruction is a valuable contribution to the field of Education.
Resources in Education
Research in Education
Learning and Motivation in the Classroom
Author: Scott G. Paris
Publisher: Routledge
Published: 2017-09-13
Total Pages: 348
ISBN-13: 1351743368
DOWNLOAD EBOOK →Throughout the twentieth century there had been substantial links between scientific psychology and education. Binet, Dewey, Thorndike, and other early pioneers were strongly interested in both realms. Taking advantage of a period of enthusiasm, this title, originally published in 1983, looks at the amalgamation of the recent advances at the time in theory and research in education and psychology, with a particular focus on cognition, motivation and social policy. This volume presents and discusses the implications of this work on learning and motivation for educational policy.
Mathematical Reasoning
Author: Raymond Nickerson
Publisher: Taylor & Francis
Published: 2011-02-25
Total Pages: 597
ISBN-13: 1136945393
DOWNLOAD EBOOK →The development of mathematical competence -- both by humans as a species over millennia and by individuals over their lifetimes -- is a fascinating aspect of human cognition. This book explores when and why the rudiments of mathematical capability first appeared among human beings, what its fundamental concepts are, and how and why it has grown into the richly branching complex of specialties that it is today. It discusses whether the ‘truths’ of mathematics are discoveries or inventions, and what prompts the emergence of concepts that appear to be descriptive of nothing in human experience. Also covered is the role of esthetics in mathematics: What exactly are mathematicians seeing when they describe a mathematical entity as ‘beautiful’? There is discussion of whether mathematical disability is distinguishable from a general cognitive deficit and whether the potential for mathematical reasoning is best developed through instruction. This volume is unique in the vast range of psychological questions it covers, as revealed in the work habits and products of numerous mathematicians. It provides fascinating reading for researchers and students with an interest in cognition in general and mathematical cognition in particular. Instructors of mathematics will also find the book’s insights illuminating.
Handbook of Learning and Cognitive Processes (Volume 5)
Author: William Estes
Publisher: Psychology Press
Published: 2014-06-20
Total Pages: 350
ISBN-13: 1317672011
DOWNLOAD EBOOK →Originally published in 1978 Volume 5 of this Handbook reflects a single theoretical orientation, that characterized by the term human information processing in the literature at the time, but which ranges over a very broad spectrum of cognitive activities. The first two chapters give some overall picture of the background, goals, method, and limitations of the information-processing approach. The remaining chapters treat in detail some principal areas of application – visual processing, mental chronometry, representation of spatial information in memory, problem solving, and the theory of instruction. The first three volumes of the Handbook presented an overview of the field, followed by treatments of conditioning, behavior theory, and human learning and retention. With the fourth volume, the focus of attention shifted from the domain of learning theory to that of cognitive psychology.
Conceptual and Procedural Knowledge
Author: James Hiebert
Publisher: Routledge
Published: 2013-08-21
Total Pages: 357
ISBN-13: 1136559833
DOWNLOAD EBOOK →First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.
