Results for ' Mathematical skills'

976 found
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  1.  66
    Diagnostic Models for Procedural Bugs in Basic Mathematical Skills.John Seely Brown & Richard R. Burton - 1978 - Cognitive Science 2 (2):155-192.
    A new diagnostic modeling system for automatically synthesizing a deep‐structure model of a student's misconceptions or bugs in his basic mathematical skills provides a mechanism for explaining why a student is making a mistake as opposed to simply identifying the mistake. This report is divided into four sections: The first provides examples of the problems that must be handled by a diagnostic model. It then introduces procedural networks as a general framework for representing the knowledge underlying a skill. (...)
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  2.  25
    Number Line Estimation Predicts Mathematical Skills: Difference in Grades 2 and 4.Zhu Meixia, Cai Dan & W. S. Leung Ada - 2017 - Frontiers in Psychology 8.
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  3.  31
    Spatial and mathematics skills: Similarities and differences related to age, SES, and gender.Tessa Johnson, Alexander P. Burgoyne, Kelly S. Mix, Christopher J. Young & Susan C. Levine - 2022 - Cognition 218 (C):104918.
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  4.  46
    Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi.Nicola J. Pitchford - 2015 - Frontiers in Psychology 6.
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  5.  19
    Improved Intelligence, Literacy and Mathematic Skills Following School-Based Intervention for Children in Foster Care.Rikard Tordön, Marie Bladh, Gunilla Sydsjö & Carl Göran Svedin - 2020 - Frontiers in Psychology 11.
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  6.  21
    Probing the Relationship Between Home Numeracy and Children's Mathematical Skills: A Systematic Review.Belde Mutaf-Yıldız, Delphine Sasanguie, Bert De Smedt & Bert Reynvoet - 2020 - Frontiers in Psychology 11.
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  7.  16
    Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia.Fabiana Silva Ribeiro & Flávia Heloísa Santos - 2020 - Frontiers in Psychology 10.
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  8.  35
    The Role of Approximate Number System in Different Mathematics Skills Across Grades.Dan Cai, Linni Zhang, Yan Li, Wei Wei & George K. Georgiou - 2018 - Frontiers in Psychology 9.
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  9.  14
    Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills.Daniel Sommerhoff, Ingo Kollar & Stefan Ufer - 2021 - Frontiers in Psychology 11.
    An increasing number of learning goals refer to the acquisition of cognitive skills that can be described as ‘resource-based,’ as they require the availability, coordination, and integration of multiple underlying resources such as skills and knowledge facets. However, research on the support of cognitive skills rarely takes this resource-based nature explicitly into account. This is mirrored in prior research on mathematical argumentation and proof skills: Although repeatedly highlighted as resource-based, for example relying on mathematical (...)
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  10. Metacognitive and Computation Skills: Predicting Students' Performance in Mathematics.Elton John Embodo - 2019 - International Journal of Scientific Engineering and Science 3 (5):30-35.
    Computation and Metacognitive skills are essential sub-skills under the domain of Critical Thinking which is a 21 st Century Skill. Having acquired these skills can greatly help students to have a better performance in the Mathematics course. The purpose of this study was to determine whether computation and metacognitive skills are significant predictors of students' performance in Mathematics. Students from four sections of the course Mathematics in the Modern World which was offered during the first semester (...)
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  11. Enhancing Students’ Metacognitive Skills Through Problem-Solving Strategy in Teaching Mathematics.Elton John Embodo - 2024 - International Journal of Scientific Engineering and Science 8 (9):88-91.
    Metacognitive skills are essential to be developed by the students to help improve their academic performance. This study was conducted with the aim of determining whether the use of problem-solving strategies can increase students' metacognitive skills. Students of the Mathematics in the World course offered at a local college in the Philippines were selected to participate in this study. Using an independent sample t-test, results revealed that students who were the recipients of problem-solving strategies scored statistically higher in (...)
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  12.  18
    Mathematics Competence Level: The Contribution of Non-symbolic and Spatial Magnitude Comparison Skills.Marisol Cueli, Débora Areces, Ursina McCaskey, David Álvarez-García & Paloma González-Castro - 2019 - Frontiers in Psychology 10.
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  13.  45
    Small Skills, Big Networks: Marin Mersenne as Mathematical Intelligencer.Justin Grosslight - 2013 - History of Science 51 (3):337-374.
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  14. Improving Algebraic Thinking Skill, Beliefs And Attitude For Mathematics Throught Learning Cycle Based On Beliefs.Widodo Winarso & Toheri - 2017 - Munich University Library.
    In the recent years, problem-solving become a central topic that discussed by educators or researchers in mathematics education. it’s not only as the ability or as a method of teaching. but also, it is a little in reviewing about the components of the support to succeed in problem-solving, such as student's belief and attitude towards mathematics, algebraic thinking skills, resources and teaching materials. In this paper, examines the algebraic thinking skills as a foundation for problem-solving, and learning cycle (...)
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  15. Mathematical symbols as epistemic actions.Johan De Smedt & Helen De Cruz - 2013 - Synthese 190 (1):3-19.
    Recent experimental evidence from developmental psychology and cognitive neuroscience indicates that humans are equipped with unlearned elementary mathematical skills. However, formal mathematics has properties that cannot be reduced to these elementary cognitive capacities. The question then arises how human beings cognitively deal with more advanced mathematical ideas. This paper draws on the extended mind thesis to suggest that mathematical symbols enable us to delegate some mathematical operations to the external environment. In this view, mathematical (...)
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  16.  23
    Assessing Mathematical School Readiness.Sandrine Mejias, Claire Muller & Christine Schiltz - 2019 - Frontiers in Psychology 10:439470.
    Early mathematical abilities matter for later formal arithmetical performances, school and professional success. Accordingly, it seems central to accurately assess numerical school readiness at school entrance. This is a prerequisite for identifying school-starters who are at risk to encounter difficulties in mathematics and stimulate their acquisition of mathematical fundamentals as soon as possible. In the present study, we present a new test which allows professionals working with children (e.g., teachers, school psychologists, speech therapists, school doctors) to assess children’s (...)
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  17.  60
    Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing.Laurence Rousselle & Marie-Pascale Noël - 2007 - Cognition 102 (3):361-395.
  18. A Methodology for Teaching Logic-Based Skills to Mathematics Students.Arnold Cusmariu - 2016 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 3 (3):259-292.
    Mathematics textbooks teach logical reasoning by example, a practice started by Euclid; while logic textbooks treat logic as a subject in its own right without practical application to mathematics. Stuck in the middle are students seeking mathematical proficiency and educators seeking to provide it. To assist them, the article explains in practical detail how to teach logic-based skills such as: making mathematical reasoning fully explicit; moving from step to step in a mathematical proof in logically correct (...)
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  19.  21
    Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade.Riikka Mononen, Markku Niemivirta, Johan Korhonen, Marcus Lindskog & Anna Tapola - 2022 - Cognition and Emotion 36 (3):452-472.
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  20.  11
    Abstract mathematical cognition.Philippe Chassy & Wolfgang Grodd (eds.) - 2016 - [Lausanne, Switzerland]: Frontiers Media SA.
    Despite the importance of mathematics in our educational systems little is known about how abstract mathematical thinking emerges. Under the uniting thread of mathematical development, we hope to connect researchers from various backgrounds to provide an integrated view of abstract mathematical cognition. Much progress has been made in the last 20 years on how numeracy is acquired. Experimental psychology has brought to light the fact that numerical cognition stems from spatial cognition. The findings from neuroimaging and single (...)
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  21. Neuroscience and mathematics : from inborn skills to Cantor's paradise.Bartosz Brożek - 2013 - In Michał Heller, Bartosz Brożek & Łukasz Kurek, Between philosophy and science. Kraków: Copernicus Center Press.
     
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  22.  26
    Mathematical analysis and proof.David S. G. Stirling - 2009 - Chichester, UK: Horwood.
    This fundamental and straightforward text addresses a weakness observed among present-day students, namely a lack of familiarity with formal proof. Beginning with the idea of mathematical proof and the need for it, associated technical and logical skills are developed with care and then brought to bear on the core material of analysis in such a lucid presentation that the development reads naturally and in a straightforward progression. Retaining the core text, the second edition has additional worked examples which (...)
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  23.  33
    Sex Differences in Mathematics: differences in basic logical skills?Barbara J. Kaplan & Barbara S. Plake - 1982 - Educational Studies 8 (1):31-36.
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  24.  24
    Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile.Bárbara Guzmán, Cristina Rodríguez & Roberto A. Ferreira - 2021 - Frontiers in Psychology 11.
    Socio-economic status and mathematical performance seem to be risk factors of mathematics anxiety in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children from 12 schools in Chile, which differed (...)
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  25.  85
    Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems.Roger Fontaine, Isabelle Nanty, Olivier Sorel & Valérie Pennequin - 2010 - Thinking and Reasoning 16 (3):198-220.
    The central question underlying this study was whether metacognition training could enhance the two metacognition components—knowledge and skills—and the mathematical problem-solving capacities of normal children in grade 3. We also investigated whether metacognitive training had a differential effect according to the children's mathematics level. A total of 48 participants took part in this study, divided into an experimental and a control group, each subdivided into a lower and a normal achievers group. The training programme took an interactive approach (...)
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  26.  18
    Mathematical Elegance: An Approachable Guide to Understanding Basic Concepts.Steven Goldberg - 2014 - Routledge.
    The heart of mathematics is its elegance; the way it all fits together. Unfortunately, its beauty often eludes the vast majority of people who are intimidated by fear of the difficulty of numbers. Mathematical Elegance remedies this. Using hundreds of examples, the author presents a view of the mathematical landscape that is both accessible and fascinating. At a time of concern that American youth are bored by math, there is renewed interest in improving math skills. Mathematical (...)
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  27. The innateness hypothesis and mathematical concepts.Helen3 De Cruz & Johan De Smedt - 2010 - Topoi 29 (1):3-13.
    In historical claims for nativism, mathematics is a paradigmatic example of innate knowledge. Claims by contemporary developmental psychologists of elementary mathematical skills in human infants are a legacy of this. However, the connection between these skills and more formal mathematical concepts and methods remains unclear. This paper assesses the current debates surrounding nativism and mathematical knowledge by teasing them apart into two distinct claims. First, in what way does the experimental evidence from infants, nonhuman animals (...)
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  28.  26
    Effect of Obesity on Arithmetic Processing in Preteens With High and Low Math Skills: An Event-Related Potentials Study.Graciela C. Alatorre-Cruz, Heather Downs, Darcy Hagood, Seth T. Sorensen, D. Keith Williams & Linda J. Larson-Prior - 2022 - Frontiers in Human Neuroscience 16.
    Preadolescence is an important period for the consolidation of certain arithmetic facts, and the development of problem-solving strategies. Obese subjects seem to have poorer academic performance in math than their normal-weight peers, suggesting a negative effect of obesity on math skills in critical developmental periods. To test this hypothesis, event-related potentials were collected during a delayed-verification math task using simple addition and subtraction problems in obese [above 95th body mass index percentile] and non-obese preteens with different levels of math (...)
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  29.  7
    The Acquisition of Symbolic Skills.Don Rogers, John A. Sloboda & North Atlantic Treaty Organization - 1983 - Springer.
    This book is a selection of papers from a conference which took place at the University of Keele in July 1982. The conference was an extraordinarily enjoyable one, and we would like to take this opportunity of thanking all participants for helping to make it so. The conference was intended to allow scholars working on different aspects of symbolic behaviour to compare findings, to look for common ground, and to identify differences between the various areas. We hope that it was (...)
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  30. Mathematical creativity.Ljerka Jukić Matić & Diana Moslavac Bičvić - 2024 - Metodicki Ogledi 31 (1):121-147.
    Along with critical thinking, collaboration and communication, creativity is considered a crucial skill to prepare students for uncertain societal challenges and future jobs in the twenty-first century. Therefore, it is not enough to just encourage creativity in education, but it is also important to assess it, because assessing creativity helps to recognise and understand students' creative abilities. In this paper, we focus on mathematical creativity and link it to general definitions of creativity. We thoroughly investigate and analyse methods that (...)
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  31. Mathematical Thinking Undefended on The Level of The Semester for Professional Mathematics Teacher Candidates. Toheri & Widodo Winarso - 2017 - Munich University Library.
    Mathematical thinking skills are very important in mathematics, both to learn math or as learning goals. Thinking skills can be seen from the description given answers in solving mathematical problems faced. Mathematical thinking skills can be seen from the types, levels, and process. Proportionally questions given to students at universities in Indonesia (semester I, III, V, and VII). These questions are a matter of description that belong to the higher-level thinking. Students choose 5 of (...)
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  32.  27
    Do gender differences in spatial skills mediate gender differences in mathematics among high-ability students?M. Beth Casey - 1996 - Behavioral and Brain Sciences 19 (2):247-248.
    Based on Geary's theory, intelligence may determine which males utilize innate spatial knowledge to inform their mathematical solutions. This may explain why math gender differences occur mainly with higher abilities. In support, we found that mental rotation ability served as a mediator of gender differences on the math Scholastic Assessment Test for two high-ability samples. Our research suggests, however, that environment and biology interact to influence mental rotation abilities.
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  33. The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood.Ursula Fischer, Sebastian P. Suggate & Heidrun Stoeger - 2020 - Frontiers in Psychology 11.
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  34.  15
    Does mathematical study develop logical thinking?: testing the theory of formal discipline.Matthew Inglis - 2016 - New Jersey: World Scientific. Edited by Nina Attridge.
    "This book is interesting and well-written. The research methods were explained clearly and conclusions were summarized nicely. It is a relatively quick read at only 130 pages. Anyone who has been told, or who has told others, that mathematicians make better thinkers should read this book." MAA Reviews "The authors particularly attend to protecting positive correlations against the self-selection interpretation, merely that logical minds elect studying more mathematics. Here, one finds a stimulating survey of the systemic difficulties people have with (...)
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  35.  19
    The Innateness Hypothesis and Mathematical Concepts.Helen Cruz & Johan Smedt - 2010 - Topoi 29 (1):3-13.
    In historical claims for nativism, mathematics is a paradigmatic example of innate knowledge. Claims by contemporary developmental psychologists of elementary mathematical skills in human infants are a legacy of this. However, the connection between these skills and more formal mathematical concepts and methods remains unclear. This paper assesses the current debates surrounding nativism and mathematical knowledge by teasing them apart into two distinct claims. First, in what way does the experimental evidence from infants, nonhuman animals (...)
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  36.  27
    Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students.Ireneusz Cichy, Magdalena Kaczmarczyk, Sara Wawrzyniak, Agnieszka Kruszwicka, Tomasz Przybyla, Michal Klichowski & Andrzej Rokita - 2020 - Frontiers in Psychology 11.
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  37.  12
    Khan Academy Platform for Mathematics Teaching and Learning.Flaviano Armando Zenteno Ruiz, Raúl Malpartida Lovatón, Wilfredo Florencio Rojas Rivera, Juan Antonio Carbajal Mayhua & Víctor Luis Albornoz Dávila - forthcoming - Evolutionary Studies in Imaginative Culture:573-585.
    Objective: To assess the impact of Khan Academy on the Mathematics educational process for UNDAC students and determine the relevance and efficacy of its content and strategies within the Mathematics-Physics program. Methodology: This research is framed within the positivist paradigm and takes on a quantitative approach. An experimental pre-experimental design was used with pretest and posttest in a single group. The study is applied in nature and is grounded in the contributions of expert researchers and methodologists on the subject. Analytical (...)
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  38. A Mathematical Model of Aristotle’s Syllogistic.John Corcoran - 1973 - Archiv für Geschichte der Philosophie 55 (2):191-219.
    In the present article we attempt to show that Aristotle's syllogistic is an underlying logiC which includes a natural deductive system and that it isn't an axiomatic theory as had previously been thought. We construct a mathematical model which reflects certain structural aspects of Aristotle's logic. We examine the relation of the model to the system of logic envisaged in scattered parts of Prior and Posterior Analytics. Our interpretation restores Aristotle's reputation as a logician of consummate imagination and skill. (...)
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  39.  54
    Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study.Jessica Mercader, Ana Miranda, M. Jesús Presentación, Rebeca Siegenthaler & Jesús F. Rosel - 2018 - Frontiers in Psychology 8.
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  40.  37
    Mathematical Methods in Linguistics.Barbara Partee, Alice ter Meulen & Robert Wall - 1987 - Boston, MA, USA: Kluwer Academic Publishers.
    Elementary set theory accustoms the students to mathematical abstraction, includes the standard constructions of relations, functions, and orderings, and leads to a discussion of the various orders of infinity. The material on logic covers not only the standard statement logic and first-order predicate logic but includes an introduction to formal systems, axiomatization, and model theory. The section on algebra is presented with an emphasis on lattices as well as Boolean and Heyting algebras. Background for recent research in natural language (...)
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  41.  30
    Experiencing Critical Mathematics Education.Daniela Steflitsch - 2023 - Prometeica - Revista De Filosofía Y Ciencias 27:252-262.
    When students ponder why they consider it relevant to learn math it becomes apparent that their attributions of relevance do not meet what educational policies state as goals. While they generally consider the subject to be important, their explanations why they do so are limited to only elementary mathematical skills needed in everyday life or unspecified skills for later work life, rarely connecting them to broader societal topics. Integrating Critical Mathematics Education (CME) tasks into math lessons might (...)
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  42.  8
    Sensorimotor Underpinnings of Mathematical Imagination: Qualitative Analysis.Gin McCollum - 2022 - Frontiers in Psychology 12.
    Many mathematicians have a rich internal world of mental imagery. Using elementary mathematical skills, this study probes the mathematical imagination's sensorimotor foundations. Mental imagery is perturbed using body position: having the head and vestibular system in different positions with respect to gravity. No two mathematicians described the same imagery. Eight out of 11 habitually visualize, one uses sensorimotor imagery, and two do not habitually used mental imagery. Imagery was both intentional and partly autonomous. For example, coordinate planes (...)
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  43. Dudeney's Mathematical Perplexities II.Andrew English - forthcoming - Mathematics in School.
    G. H. Hardy’s remarkable Indian protégé Srinivasa Ramanujan (1887-1920) is without doubt the most significant mathematician who is known to have solved one of Dudeney’s puzzles. When a student friend at Cambridge read out an arithmetical problem from Dudeney’s “Perplexities” column in the latest issue of The Strand Magazine, specifically the Grand Christmas Double Number of December 1914, Ramanujan solved it straightaway and in a generalised form, without recourse to pencil and paper. The story of this astonishing display of (...) skill is told in some detail and its supposed implications discussed. (shrink)
     
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  44.  10
    Mathematical foundations of information sciences.Esfandiar Haghverdi - 2024 - New Jersey: World Scientific. Edited by Liugen Zhu.
    This is a concise book that introduces students to the basics of logical thinking and important mathematical structures that are critical for a solid understanding of logical formalisms themselves as well as for building the necessary background to tackle other fields that are based on these logical principles. Despite its compact and small size, it includes many solved problems and quite a few end-of-section exercises that will help readers consolidate their understanding of the material. This textbook is essential reading (...)
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  45.  10
    Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills.David J. Purpura, Yemimah A. King, Emily Rolan, Caroline Byrd Hornburg, Sara A. Schmitt, Sara A. Hart & Colleen M. Ganley - 2020 - Frontiers in Psychology 11.
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  46.  36
    Mathematical Explanation: Epistemic Aims and Diverging Assessments.Joachim Frans & Bart Van Kerkhove - 2023 - Global Philosophy 33 (2):1-26.
    Mathematicians suggest that some proofs are valued for their explanatory value. This has led to a philosophical debate about the distinction between explanatory and non-explanatory proofs. In this paper, we explore whether contrasting views about the explanatory value of proof are possible and how to understand these diverging assessments. By considering an epistemic and contextual conception of explanation, we can make sense of disagreements about explanatoriness in mathematics by identifying differences in the background knowledge, skill corpus, or epistemic aims of (...)
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  47.  18
    The Connection Between Spatial and Mathematical Ability Across Development.Christopher J. Young, Susan C. Levine & Kelly S. Mix - 2018 - Frontiers in Psychology 9:358219.
    In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills and specific connections between these abilities, especially those that included children as participants. We also find evidence of strong spatial-mathematical connections and transfer from spatial interventions to (...) understanding. Finally, we map out the kinds of studies that could enhance our understanding of the mechanisms by which spatial and mathematical processing are connected and the principles by which mathematical outcomes could be enhanced through spatial training in educational settings. (shrink)
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  48.  19
    Children With Mathematical Learning Difficulties Are Sluggish in Disengaging Attention.Xiaoxian Zhang, Wanlu Fu, Licheng Xue, Jing Zhao & Zhiguo Wang - 2019 - Frontiers in Psychology 10:424953.
    Mathematical learning difficulties (MLD) refer to a variety of deficits in math skills, typically pertaining to the domains of arithmetic and problem solving. The present study examined the time course of attentional orienting in MLD children with a spatial cueing task, by parametrically manipulating the cue-target onset asynchrony (CTOA). The results of Experiment 1 revealed that, in contrast to typical developing children, the inhibitory aftereffect of attentional orienting—frequently referred to as inhibition of return (IOR)—was not observed in the (...)
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  49.  24
    The Effects of Sex‐role Orientation and Cognitive Skill on Mathematics Achievement.Barbara J. Kaplan & Barbara S. Plake - 1981 - Educational Studies 7 (2):123-131.
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  50.  25
    Mathematical Theologies: Nicholas of Cusa and the Legacy of Thierry of Chartres.David Albertson - 2014 - New York City: Oup Usa.
    This book uncovers the lost history of Christianity's encounters with Pythagorean ideas before the Renaissance. David Albertson skillfully examines ancient and medieval theologians, particularly Thierry of Chartres and Nicholas of Cusa, who successfully reconceived the Trinity and the Incarnation within the framework of Greek number theory. David Albertson challenges modern assumptions about the complex relationship between religion and science.
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