| Description |
1 online resource (428 pages) |
| Series |
Mathematical Cognition and Learning (Print) Ser. ; v. Volume 5 |
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Mathematical Cognition and Learning (Print) Ser
|
| Contents |
Intro; Title page; Table of Contents; Copyright; Contributors; Foreword: Cognitive Foundations for Improving Mathematical Learning; Chapters That Deal With Possible Cognitive Foundations for Numeracy; Chapter That Deals With Home and Parental Influences; Chapters That Deal With Interventions and Their Effects; Chapters That Deal With Problems With Interventions and Their Evaluation, and Suggest Improvements; Conclusion; Preface; Chapter 1: Introduction: Cognitive Foundations for Improving Mathematical Learning; Abstract; Introduction; Brief History of Mathematics Intervention Studies |
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Methodological Issues in Intervention ResearchWhat Are the Cognitive Foundations for Improving Mathematics Learning?; Parental Influences on Child Cognition and Mathematical Learning; Conclusion; Chapter 2: The Effects of SES, Grade-Repeating, and IQ in a Game-Based Approximate Math Intervention; Abstract; Introduction; The Uruguayan Context; Background for the Current Study; The Present Intervention Study; Conclusions and Future Directions; Chapter 3: Role of Play and Games in Building Children's Foundational Numerical Knowledge; Abstract; Introduction; Understanding of Numerical Magnitudes |
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Play and Games in Mathematics DevelopmentConclusions and Future Directions; Chapter 4: Understanding the Link Between the Approximate Number System and Math Abilities; Abstract; Introduction; Training Studies; Mechanisms Behind Long-Term ANS Training Improvements; Conclusions and Future Directions; Chapter 5: Mathematical Development in the Early Home Environment; Abstract; Introduction; Parent Math Language and Associated Outcomes; Gesture: An Additional Support for Children's Math Learning; Parental Math Attitudes and Beliefs: Intergenerational Findings; Conclusions and Future Directions |
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AcknowledgmentsChapter 6: From Cognition to Curriculum to Scale; Abstract; Introduction; The Curriculum Research Framework (CRF); Conclusions and Future Directions; Chapter 7: Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills; Abstract; Introduction; Connections Between Early Mathematics Development and General Language; What is Content-Specific Mathematical Language?; Correlational and Experimental Evidence on the Relations Between Mathematical Language and Mathematics Performance; Unanswered Questions; Conclusions and Future Directions |
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Chapter 8: Early Numeracy Skills Learning and Learning Difficulties-Evidence-based Assessment and InterventionsAbstract; Introduction; Early Numeracy Skills are Important for Future; Identifying Children at Risk for Mathematical Learning Difficulties; Early Numeracy Interventions for Low-Performing Children; Conclusions and Future Directions; Chapter 9: Improving the Mathematical Knowledge of At-Risk Preschool Children: Two Approaches to Intensifying Early Math Intervention; Abstract; The SES-Related Gap in Children's Early Mathematical Knowledge |
| Notes |
Potential for Early Curricular Intervention to Reduce the Math Gap |
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Print version record |
| Form |
Electronic book
|
| Author |
Berch, Daniel B
|
|
Koepke, Kathleen Mann
|
| ISBN |
9780128159538 |
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0128159537 |
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