Three-Component Mathematics for Students

Autor/inn/en	Zhou, Xinlin; Zeng, Jieying
Titel	Three-Component Mathematics for Students
Quelle	In: Infant and Child Development, 31 (2022) 1, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Xinlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2283
Schlagwörter	Mathematics Education; Brain Hemisphere Functions; Mathematical Concepts; Concept Formation; Teaching Methods; Cognitive Processes; Knowledge Representation + Suchen Sie Ihr Suchwort? Mathematische Bildung; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Wissensrepräsentation
Abstract	There has been a long-standing debate on situational and symbolic mathematics, which is associated with how to design and execute mathematics education for all students. Brain studies can give some clues for how to deal with the debate. There are situational, verbalized, and visuospatial brain networks and the connectivity among the networks, which suggest the representation of mathematical knowledge should be situational, verbalized, and symbolic. Moreover, the representation should be mapped onto one another. Previous studies have shown the importance of situational and verbalized mathematics, but they are typically treated as preliminary and auxiliary introductions for formal symbolic mathematics. Each of the three mathematics types and their mapping would be the core learning goal in mathematics education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01