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Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children's developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks.
1. Cognitive Processes Contributing to Mathematical Performance in Children with Neurological Disorders: Implications for Typical and Atypical Mathematical Development 2. Using Cognitive Science to Develop Innovative Approaches to Improving Fractions Instruction for Students with Mathematics Difficulties 3. Children's Conceptual Understanding of Multiplication and Division 4. Developmental Changes in the Influences of Domain-General Capabilities and Domain-Specific Skills in Learning Algebra 5. Understanding and Alleviating Children's Difficulties with Mathematical Equivalence 6. Emergence of Trigonometric Abilities from Experience in Distributed Neural Networks 7. Facilitating Conceptual and Procedural Learning in Algebra 8. The Power of Comparison in Learning and Instruction: Experimental Evidence from Mathematics Classrooms 9. The Transition from Natural to Rational Number Knowledge 10. The Solving of Arithmetical Word Problems 11. The Development of Competence in Complex Arithmetic 12. The Solving of Algebral≥b
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