Bridges two fields by including authors from psychology and education

Appeals to the growing interest among psychologists, education scholars, and mathematics educators in the convergence of psychology and education

Features cross-field commentaries for each section

Bridges two fields by including authors from psychology and education Appeals to the growing interest among psychologists, education scholars, and mathematics educators in the convergence of psychology and education Features cross-field commentaries

Autorentext
Kelly S. Mix, Ph.D., is Professor and Chair of the Department of Human Development and Quantitative Methods at the University of Maryland. A former elementary school teacher with a specialization in mathematics teaching and learning, she received her Ph.D. in Developmental Psychology from the University of Chicago in 1995.

Michael T. Battista is EHE Distinguished Professor of Mathematics Education at The Ohio State University. He earned a B.S. degree in mathematics from Kent State University in 1971, an M.S. degree in mathematics from Purdue University in 1973, and a Ph.D. degree in mathematics education from Purdue University in 1977.

Zusammenfassung

Bridges two fields by including authors from psychology and education

Appeals to the growing interest among psychologists, education scholars, and mathematics educators in the convergence of psychology and education

Features cross-field commentaries for each section

Inhalt
Section I: Psychological Perspectives.- How much as Compared to What: Relative Magnitude as a Key Idea in Mathematics Cognition.- From Intuitive Spatial Measurement to Understanding of Units.- Spatial Reasoning: A Critical Problem-Solving Tool in Children's Mathematics Strategy Tool-Kit.- More space, better math: Is space a powerful tool or a cornerstone for understanding arithmetic?.- What processes underlie the relation between spatial skill and mathematics?.- Section I Commentaries.- Section II: Educational Perspectives.- The Interaction Between Spatial Processes and Mathematical Reasoning and Concepts in Pre-Proof Geometry.- Learning with and from drawing in early years geometry.- The interaction between spatial reasoning constructs and mathematics understandings in elementary classrooms.- Visualization in Secondary School Geometry.- Communication of visual information and complexity of reasoning by mathematically talented students.- Section II Commentaries.