By Ann Dowker
Criteria in numeracy are a relentless problem to academic policy-makers. notwithstanding, why are alterations in arithmetical functionality so marked? In person variations in mathematics, Ann Dowker seeks to supply a greater knowing of why those transformations in skill exist, encouraging a extra proficient method of tackling numeracy problems. This publication studies latest learn by way of the writer and by means of others just about arithmetical skill and offers robust proof to help a componential view of mathematics. Focusing totally on childrens, yet together with dialogue of arithmetical cognition in fit adults and neuropsychological sufferers, all the crucial parts of arithmetic is coated. inside this quantity, findings from developmental, academic, cognitive and neuropsychological reports are built-in in a distinct method. This ebook covers topics corresponding to: Counting and the significance of person changes. mathematics evidence, techniques and diversified types of reminiscence. motives of, and interventions with, mathematical problems. the consequences of tradition, language and adventure. the academic implications of those findings are mentioned intimately, revealing unique insights that may be of serious curiosity to these learning or studying within the components of schooling, neuroscience and developmental and cognitive psychology.
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Extra resources for Individual Differences in Arithmetical Abilities: Implications for Psychology, Neuroscience and Education
These will be discussed in more detail in Chapter 10. For example patients can show selective impairments in knowledge of arithmetical facts; in There is no such thing as arithmetical ability 25 carrying out procedures accurately; in understanding arithmetical principles; in reading or writing numbers; or in understanding and comparing the relative sizes of numbers. People may show impairments in any one of these components while showing little or no impairment in any of the other components. g.
Those that involve ratio and proportion—where multiplication cannot be reduced to repeated addition. Different researchers and educators differ as to how serious they regard this problem to be. Some consider that the view of multiplication as repeated addition is adequate for most situations, and that difficulties in representing multiplication in other ways are only a serious problem in a limited range of contexts. Others such as Nunes and Bryant (1996) follow Piaget (1970) in considering that multiplicative reasoning is fundamentally different from additive reasoning and that those who can only understand multiplication in terms of addition do not have a true concept of multiplication.
Losing track of procedural steps has the following characteristics: • Incorrect strategies are not consistent, but vary from problem to problem. • Errors are unlikely to occur right at the beginning of a procedure. The likelihood of error increases with the length of time spent on a problem. • It is likely to be associated with more general difficulties in working memory and/or attention (see Chapter 8). • It may improve with maturation and increased working memory capacity. It may also improve with practice and increased ‘automatization’ of procedures, resulting in reduced load on working memory.
Individual Differences in Arithmetical Abilities: Implications for Psychology, Neuroscience and Education by Ann Dowker