Mathematical Development
2013; SAGE Publishing; Linguagem: Inglês
10.1002/9781394259588.ch8
ISSN2377-6161
AutoresBrian Butterworth, Sashank Varma,
Tópico(s)Education Methods and Practices
ResumoChapter 8 Mathematical Development Brian Butterworth, Brian ButterworthSearch for more papers by this authorSashank Varma, Sashank VarmaSearch for more papers by this author Brian Butterworth, Brian ButterworthSearch for more papers by this authorSashank Varma, Sashank VarmaSearch for more papers by this author Book Editor(s):Brian Butterworth, Brian ButterworthSearch for more papers by this authorDenis Mareschal, Denis MareschalSearch for more papers by this authorAndy Tolmie, Andy TolmieSearch for more papers by this author First published: 31 December 2013 https://doi.org/10.1002/9781394259588.ch8 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onEmailFacebookTwitterLinkedInRedditWechat Summary This chapter focuses on studies of number understanding, as this topic has received the greatest attention in the literature in terms both of cognition and of its neural basis, and is most relevant to the problems of education. It provides a roadmap of the brain areas of greatest relevance to mathematical thinking, and introduces their putative cognitive functions. The distance effect has been used to investigate the natural number representations of primary and middle school children when comparing sets of objects and digits. An emerging alternative in mathematical cognition is that mathematical symbols and expressions gain meaning through their grounding in the perceptual and motor systems of the body. This view is consistent with the emphasis that mathematics education places on manipulatives such as Cuisenaire rods for building mathematical understanding. Developmental dyscalculia is usually and rather broadly defined as a low mathematical achievement in the presence of otherwise normal intelligence and access to educational resources. References Alibali , M. W. , & DiRusso , A. A. ( 1999 ). The function of gesture in learning to count: More than keeping track . 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