Mathematical Cognition and Understanding

Katherine Robinson is a professor in the Department of Psychology at Campion College at the University of Regina, Saskatchewan, Canada. Her research interests focus on cognitive development with special emphases on the development of conceptual and strategic understanding in arithmetic in both children and adults. She is a member of The Campion College Mathematical Cognition Centre (mc2).Adam Dubé is the Associate Dean—Academic Programs and a professor in the Faculty of Education, at McGill University, Quebec, Canada. His research focuses on the use of educational technology and games with emphases on how these technologies affect mathematical cognition. He is an AERA-SRCD Early Career Fellow in middle childhood education and development and his work has informed the UNESCO-MGIEP ‘Industry Guidelines on Digital Learning’.Donna Kotsopoulos is the Dean and a professor in the Faculty of Education, at Western University, Ontario, Canada. Her research focuses on mathematical cognition and learning across the lifespan. Her research has resulted in social innovation with the LittleCounters® program – a community and early child care centre play-based early numeracy program.

• 1. An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years.- Part I. Cognitive Factors.- 2. Infusing spatial thinking into elementary and middle school mathematics: What, why, and how?.- 3. Understanding the relationship between attention, executive functions, and mathematics: Using a function-specific approach for understanding and remediating mathematics learning.- 4. Instructional support for fact fluency among students with mathematics difficulties.- 5. The development of arithmetic strategy use in the brain.- 6. The role of neuropsychological processes in mathematics: Implications for assessment and instruction.- 7. The interplay between motivation and cognition in elementary and middle school mathematics.- 8. Design principles for digital mathematical games that promote positive achievement emotions and achievement.- Part II. Mathematical Understanding.- 9. The number line in the elementary classroom as a vehicle for mathematical understanding.- 10. Longitudinal approaches to investigating arithmetic concepts across the elementary and middle school years.- 11. Obstacles in the development of the understanding of fractions.- 12. The role of groundedness and attribute on students’ partitioning of quantity.- 13. Designing worked examples to teach students fractions.- 14. Developing fraction sense in students with mathematics difficulties: From research to practice.- Index.