| The Development of Mathematical Skills Revised Edition Contributor(s): Donlan, Chris (Editor) |
|
 |
ISBN: 0863778178 ISBN-13: 9780863778179 Publisher: Psychology Press OUR PRICE: $54.10 Product Type: Paperback Published: March 2000 Annotation: Current research into the psychology of children's mathematics is extremely diverse. The present volume reflects this diversity; it is unique in its breadth, bringing together accounts of cutting-edge research from widely differing, sometimes opposing viewpoints. The reader with a grounding in developmental psychology but no knowledge of mathematical development will enjoy a wide ranging and challenging summary of current trends. Those already familiar with some of the work may take the opportunity to broaden their knowledge base and to evaluate new methodologies and the insights they offer. The opening chapters describe studies of number awareness and numerical knowledge in infancy and early childhood. Contrasting nativist and socially-oriented accounts are presented. The second section of the book examines the broad principles underlying the acquisition of mathematical knowledge, the intricate effects of cultural context and the reflexive relation between mathematical activities and the situations within which they occur. A central section examines the working memory system, its role in arithmetical development and its vulnerability to effects of anxiety. Finally, individual differences in mathematical skills are explored through novel and contrasting perspectives including case studies in cognitive neuropsychology, and group studies of hearing-impaired children and children with specific language impairments. The final chapter gives a salutary reminder of the tremendous variation in patterns of mathematical learning to be found in unselected samples of children in mainstream education. The book is an invitation to explore a complex set of phenomena for which no unitaryexplanation can be offered. It aims to show that apparently disparate research perspectives may be complementary to each other, and to suggest that progress towards a comprehensive account of mathematical skills may require a broad-based understanding of research from more than one viewpoint. |
| Additional Information |
| BISAC Categories: - Psychology | Developmental - General - Mathematics | Study & Teaching |
| Dewey: 155 |
| Series: Studies in Developmental Psychology |
| Physical Information: 0.71" H x 6.18" W x 9.23" (1.34 lbs) 352 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Current research into the psychology of children's mathematics is extremely diverse. The present volume reflects this diversity; it is unique in its breadth, bringing together accounts of cutting-edge research from widely differing, sometimes opposing viewpoints. The reader with a grounding in developmental psychology but no knowledge of mathematical development will enjoy a wide ranging and challenging summary of current trends. Those already familiar with some of the work may take the opportunity to broaden their knowledge and to evaluate new methodologies and the insights they offer. The book is an invitation to explore a complex set of phenomena for which no unitary explanation can be offered. It aims to show that apparently disparate research perspectives may be complementary to each other; and to suggest that progress towards a comprehensive account of mathematical skills may require a broad-based understanding of research from more than one viewpoint. |