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This volume is based on a symposium, "Cognitive and Psychosocial
Dysfunctions Associated with Sex Chromosome Abnormalities,"
presented at the 1986 Annual Meeting of the American Association
for the Advancement of Science. It contains reports from individual
research groups and a psychological study.
Acquisition of Complex Arithmetic Skills and Higher-Order
Mathematics Concepts focuses on typical and atypical learning of
complex arithmetic skills and higher-order math concepts. As part
of the series Mathematical Cognition and Learning, this volume
covers recent advances in the understanding of children's
developing competencies with whole-number arithmetic, fractions,
and rational numbers. Each chapter covers these topics from
multiple perspectives, including genetic disorders, cognition,
instruction, and neural networks.
Development of Mathematical Cognition: Neural Substrates and
Genetic Influences reviews advances in extant imaging modalities
and the application of brain stimulation techniques for improving
mathematical learning. It goes on to explore the role genetics and
environmental influences have in the development of math abilities
and disabilities. Focusing on the neural substrates and genetic
factors associated with both the typical and atypical development
of mathematical thinking and learning, this second volume in the
Mathematical Cognition and Learning series integrates the latest in
innovative measures and methodological advances from the top
researchers in the field.
The first volume in this ground-breaking series focuses on the
origins and early development of numerical cognition in non-human
primates, lower vertebrates, human infants, and preschool children.
The text will help readers understand the nature and complexity of
these foundational quantitative concepts and skills along with
evolutionary precursors and early developmental trajectories.
The fifth volume in the Mathematical Cognition and Learning series
focuses on informal learning environments and other parental
influences on numerical cognitive development and formal
instructional interventions for improving mathematics learning and
performance. The chapters cover the use of numerical play and games
for improving foundational number knowledge as well as school math
performance, the link between early math abilities and the
approximate number system, and how families can help improve the
early development of math skills. The book goes on to examine
learning trajectories in early mathematics, the role of
mathematical language in acquiring numeracy skills, evidence-based
assessments of early math skills, approaches for intensifying early
mathematics interventions, the use of analogies in mathematics
instruction, schema-based diagrams for teaching ratios and
proportions, the role of cognitive processes in treating
mathematical learning difficulties, and addresses issues associated
with intervention fadeout.
Language and Culture in Mathematical Cognition, First Edition
focuses on the role of linguistic and cultural factors in math
cognition and development. It covers a wide range of topics,
including analogical mapping in numerical development, arithmetic
fact retrieval in the bilingual brain, cross-cultural comparisons
of mathematics achievement, the shaping of numerical processing by
number word construction, the influence of Head Start programs, the
mathematical skills of children with specific language impairments,
the role of culture and language in creating associations between
number and space, and electrophysiological studies of linguistic
traces in core knowledge at the neural level.
To help students with learning difficulties and disabilities
improve their achievement in mathematics, teachers need a full
understanding of why these students struggle. This is the first
definitive research volume that explores the evidence base for
students' difficulties with mathematics. More than 35
internationally known contributors from diverse fields share their
expertise on risk factors for poor mathematics outcomes,
connections between mathematics and reading disabilities,
neuropsychological factors, information-processing deficits, math
anxiety, and more. Comprehensive and multidisciplinary, this book
gives educators the foundation they need to advance research,
teaching strategies, and policies that identify struggling
students--and help them improve.
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