addend
Addend Order
Assimilation Paradigms
Basic Number Combinations
Bottom Digit
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Category=PB
child math development
Comp
competence
Conceptual Knowledge
Conceptual Knowledge Base
Core Procedures
Correct Answer Choice
decimal
dienes
Dienes Blocks
empirical studies in math education
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geometric understanding
Induction Hypothesis
irrelevance
learning barriers in mathematics
mathematical cognition
number
number concept formation
order
Order Irrelevance Principle
principle
Procedural Competence
Procedural Knowledge
Reference Domain
Related Conceptual Knowledge
Semantic Reference System
sentences
Subtraction Word Problems
symbolic representation
Top Digit
TRO
Van Hieles
Vice Versa
Write Number Sentences
writing
Written Symbol System
Product details
- ISBN 9780898595567
- Weight: 600g
- Dimensions: 156 x 234mm
- Publication Date: 01 Oct 1986
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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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.
