Mathematical Cognition
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Systems Neuroscience of Mathematical Cognition and Learning
CHAPTER 15 Systems Neuroscience of Mathematical Cognition and Learning: Basic Organization and Neural Sources of Heterogeneity in Typical and Atypical Development Teresa Iuculano, Aarthi Padmanabhan, Vinod Menon Stanford University, Stanford, CA, United States OUTLINE Introduction 288 Ventral and Dorsal Visual Streams: Neural Building Blocks of Mathematical Cognition 292 Basic Organization 292 Heterogeneity in Typical and Atypical Development 295 Parietal-Frontal Systems: Short-Term and Working Memory 296 Basic Organization 296 Heterogeneity in Typical and Atypical Development 299 Lateral Frontotemporal Cortices: Language-Mediated Systems 302 Basic Organization 302 Heterogeneity in Typical and Atypical Development 302 Heterogeneity of Function in Numerical Cognition 287 https://doi.org/10.1016/B978-0-12-811529-9.00015-7 © 2018 Elsevier Inc. All rights reserved. 288 15. SYSTEMS NEUROSCIENCE OF MATHEMATICAL COGNITION AND LEARNING The Medial Temporal Lobe: Declarative Memory 306 Basic Organization 306 Heterogeneity in Typical and Atypical Development 306 The Circuit View: Attention and Control Processes and Dynamic Circuits Orchestrating Mathematical Learning 310 Basic Organization 310 Heterogeneity in Typical and Atypical Development 312 Plasticity in Multiple Brain Systems: Relation to Learning 314 Basic Organization 314 Heterogeneity in Typical and Atypical Development 315 Conclusions and Future Directions 320 References 324 INTRODUCTION Mathematical skill acquisition is hierarchical in nature, and each iteration of increased proficiency builds on knowledge of a lower-level primitive. For example, learning to solve arithmetical operations such as “3 + 4” requires first an understanding of what numbers mean and rep- resent (e.g., the symbol “3” refers to the quantity of three items, which derives from the ability to attend to discrete items in the environment). -
Representing Exact Number Visually Using Mental Abacus
Journal of Experimental Psychology: General © 2011 American Psychological Association 2011, Vol. ●●, No. ●, 000–000 0096-3445/11/$12.00 DOI: 10.1037/a0024427 Representing Exact Number Visually Using Mental Abacus Michael C. Frank David Barner Stanford University University of California, San Diego Mental abacus (MA) is a system for performing rapid and precise arithmetic by manipulating a mental representation of an abacus, a physical calculation device. Previous work has speculated that MA is based on visual imagery, suggesting that it might be a method of representing exact number nonlinguistically, but given the limitations on visual working memory, it is unknown how MA structures could be stored. We investigated the structure of the representations underlying MA in a group of children in India. Our results suggest that MA is represented in visual working memory by splitting the abacus into a series of columns, each of which is independently stored as a unit with its own detailed substructure. In addition, we show that the computations of practiced MA users (but not those of control participants) are relatively insensitive to verbal interference, consistent with the hypothesis that MA is a nonlinguistic format for exact numerical computation. Keywords: abacus, mental arithmetic, number, visual cognition Human adults, unlike other animals, have the capacity to per- Previous work, reviewed below, has described the MA phenom- form exact numerical computations. Although other creatures are enon and has provided suggestive evidence that MA is represented sensitive to precise differences between small quantities and can nonlinguistically, in a visual format. However, this proposal re- represent the approximate magnitude of large sets, no nonhuman mains tentative for two reasons. -
A Review of Research on Addition and Subtraction. Working Paper No
DOCADIENIIRESUME ED 223 447 SE 039, 613 AUTHOR' Carpenter, Thomas P.; And Others TITLE A Review of Re'search on Addition andSubtraction. Working Paper No. 330.-Report from the Program on Student Diversity and Classroom Processes. -INSTITUTION Wisconsin Center for Education Research, Madison. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE Sep 82 GRANT NIE-G-81-0009 NOTE 186p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Addition; *Basic Skills; Cognitive Processes; Computation; Educational Research; Elementary Education; *Elementary School Mathematics; *Learning Theories; Literature Reviews; Mathematical Concepts; Mathematics Instructioh; Problem Solving; *SubtraCtion IDENTIFIERS *Mathematics Education Research; Word PrOblems ABSTRACT This material is designed to examine the research on how children acquire basic addition and subtractionconcepts and skills. Two major lines of theories of the development ofbasic number concepts, called logical concept and quantificationskill approaches, are identified. Mjcir recurring issues in thedevelopment of early number concepts are also discussed.This is followed by examination of studies specifically related to addition and subtraction: It is noted that by kindergarten mostchildren understand the rudiments of these operations, but a complete understanding develops over a protracted span of years.The direction 4of initial and ongoing ,research is discussed,and word problem studies and investigations on children's Solutions ofsymbolic -
Roles of Semantic Structure of Arithmetic Word Problems on Pupils’ Ability to Identify the Correct Operation
ROLES OF SEMANTIC STRUCTURE OF ARITHMETIC WORD PROBLEMS ON PUPILS’ ABILITY TO IDENTIFY THE CORRECT OPERATION J ustin D. V ale nt in and Dr Lim Chap Sam (University of Science Malaysia) December,Dec em ber , 20042 004 Abstract This paper draws on findings from a study conducted in seven primary schools in Seychelles about pupils’ proficiency in one-step arithmetic word problems to discuss the roles of semantic structures of the problems on the pupils’ ability to identify the operation required to solve them. A sample of 530 pupils drawn from Primary 4, 5 and 6 responded to a 52 multiple choice item test in which they were to read a problem and select the operation that is required to solve it. The results showed some consistencies with other international studies in which pupil related better to additive than to multiplicative problems. Moreover, they could solve better those problems that do not involve relational statements. The general picture indicated that there is an overall increase in performance with an increase in grade level yet, when individual schools are considered this increase in performance in significant in only one school. In the other results there were many cases of homogenous pairs of means. Analysis of distractors conducted on the pupils’ responses to the seventeen most difficult items reveal that in most cases when an item required the operation indicating an additive or multiplicative structure, the most popular wrong answer would be one of the same semantic structure. Otherwise there is a strong tendency for the pupils to select the operation of addition when they could not identify the correct operation for a particular problem. -
True Numerical Cognition in the Wild Research-Article6868622017
PSSXXX10.1177/0956797616686862Piantadosi, CantlonTrue Numerical Cognition in the Wild 686862research-article2017 Research Article Psychological Science 2017, Vol. 28(4) 462 –469 True Numerical Cognition in the Wild © The Author(s) 2017 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI:https://doi.org/10.1177/0956797616686862 10.1177/0956797616686862 www.psychologicalscience.org/PS Steven T. Piantadosi and Jessica F. Cantlon Department of Brain and Cognitive Sciences, University of Rochester Abstract Cognitive and neural research over the past few decades has produced sophisticated models of the representations and algorithms underlying numerical reasoning in humans and other animals. These models make precise predictions for how humans and other animals should behave when faced with quantitative decisions, yet primarily have been tested only in laboratory tasks. We used data from wild baboons’ troop movements recently reported by Strandburg-Peshkin, Farine, Couzin, and Crofoot (2015) to compare a variety of models of quantitative decision making. We found that the decisions made by these naturally behaving wild animals rely specifically on numerical representations that have key homologies with the psychophysics of human number representations. These findings provide important new data on the types of problems human numerical cognition was designed to solve and constitute the first robust evidence of true numerical reasoning in wild animals. Keywords numerosity, evolution, numerical cognition, animal cognition Received 1/11/16; Revision accepted 12/8/16 Over the past half century, laboratory work on numerical who are able to follow a consensus group vote rather processing has advanced considerably in psychology, than an experienced leader or despot will face fewer fit- neuroscience, and comparative cognition. -
Strategy Use and Basic Arithmetic Cognition in Adults
STRATEGY USE AND BASIC ARITHMETIC COGNITION IN ADULTS A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Psychology University of Saskatchewan Saskatoon By Arron W. S. Metcalfe ©Copyright Arron W. Metcalfe, October 2010. All Rights Reserved. PERMISSION TO USE In presenting this dissertation in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this dissertation in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my dissertation work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this dissertation or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis/dissertation. Requests for permission to copy or to make other uses of materials in this dissertation in whole or part should be addressed to: Head of the Department of Psychology University of Saskatchewan Saskatoon, Saskatchewan S7N 5A5 Canada i ABSTRACT Arithmetic cognition research was at one time concerned mostly with the representation and retrieval of arithmetic facts in memory. -
The Development of Numerical Cognition in Children and Artificial
The development of numerical cognition in children and artificial systems: a review of the current knowledge and proposals for multi-disciplinary research DI NUOVO, Alessandro <http://orcid.org/0000-0003-2677-2650> and JAY, Tim Available from Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/23767/ This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published version DI NUOVO, Alessandro and JAY, Tim (2019). The development of numerical cognition in children and artificial systems: a review of the current knowledge and proposals for multi-disciplinary research. Cognitive Computation and Systems. Copyright and re-use policy See http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archive http://shura.shu.ac.uk Cognitive Computation and Systems Review Article eISSN 2517-7567 Development of numerical cognition in Received on 28th September 2018 Revised 10th December 2018 children and artificial systems: a review of the Accepted on 2nd January 2019 doi: 10.1049/ccs.2018.0004 current knowledge and proposals for multi- www.ietdl.org disciplinary research Alessandro Di Nuovo1 , Tim Jay2 1Sheffield Robotics, Department of Computing, Sheffield Hallam University, Howard Street, Sheffield, UK 2Sheffield Institute of Education, Sheffield Hallam University, Howard Street, Sheffield, UK E-mail: [email protected] Abstract: Numerical cognition is a distinctive component of human intelligence such that the observation of its practice provides a window in high-level brain function. The modelling of numerical abilities in artificial cognitive systems can help to confirm existing child development hypotheses and define new ones by means of computational simulations. -
Human-Computer Interaction in 3D Object Manipulation in Virtual Environments: a Cognitive Ergonomics Contribution Sarwan Abbasi
Human-computer interaction in 3D object manipulation in virtual environments: A cognitive ergonomics contribution Sarwan Abbasi To cite this version: Sarwan Abbasi. Human-computer interaction in 3D object manipulation in virtual environments: A cognitive ergonomics contribution. Computer Science [cs]. Université Paris Sud - Paris XI, 2010. English. tel-00603331 HAL Id: tel-00603331 https://tel.archives-ouvertes.fr/tel-00603331 Submitted on 24 Jun 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Human‐computer interaction in 3D object manipulation in virtual environments: A cognitive ergonomics contribution Doctoral Thesis submitted to the Université de Paris‐Sud 11, Orsay Ecole Doctorale d'Informatique Laboratoire d'Informatique pour la Mécanique et les Sciences de l'Ingénieur (LIMSI‐CNRS) 26 November 2010 By Sarwan Abbasi Jury Michel Denis (Directeur de thèse) Jean‐Marie Burkhardt (Co‐directeur) Françoise Détienne (Rapporteur) Stéphane Donikian (Rapporteur) Philippe Tarroux (Examinateur) Indira Thouvenin (Examinatrice) Object Manipulation in Virtual Environments Thesis Report by Sarwan ABBASI Acknowledgements One of my former professors, M. Ali YUSUF had once told me that if I learnt a new language in a culture different than mine, it would enable me to look at the world in an entirely new way and in fact would open up for me a whole new world for me. -
Language-Specific Numerical Estimation in Bilingual Children
BILINGUAL ESTIMATION 1 Language-specific numerical estimation in bilingual children Elisabeth Marchand1, Shirlene Wade2,3, Jessica Sullivan4, & David Barner1 1University of California, San Diego 2University of Rochester 3University of California, Berkeley 4Skidmore College CONTACT: Elisabeth Marchand Department of Psychology, UCSD 9500 Gilman Drive, La Jolla CA 92093 [email protected] BILINGUAL ESTIMATION 2 Abstract We tested 5- to 7-year-old bilingual learners of French and English (N = 91) to investigate how language-specific knowledge of verbal numerals affects numerical estimation. Participants made verbal estimates for rapidly presented random dot arrays in each of their two languages. Estimation accuracy differed across children’s two languages, an effect which remained when controlling for children’s familiarity with number words across their two languages. Also, children’s estimates were equivalently well ordered in their two languages, suggesting that differences in accuracy were due to how children represented the relative distance between number words in each language. Overall, these results suggest that bilingual children have different mappings between their verbal and non-verbal counting systems across their two languages and that those differences in mappings are likely driven by an asymmetry in their knowledge of the structure of the count list across their languages. Implications for bilingual math education are discussed. Keywords: Numerical cognition, number estimation, bilingualism, cognitive development BILINGUAL -
The Posing of Division Problems by Preservice Elementary School Teachers: Conceptual Knowledge and Contextual Connections
DOCUMENT RESUME ED 381 348 SE 056 020 AUTHOR Silver, Edward A.; Burkett, Mary Lee TITLE The Posing of Divis;nn Problems by Preservice Elementary School Teachers: Conceptual Knowledge and Contextual Connections. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE May 94 CONTRACT NSF-MDR-8850580 NOTE 32p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1994). PUB TYPE Reports Research/Technical (143) Speeches /Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Arithmetic; *Division; Elementary Education; *Elementary School Teachers; Higher Education; 'Mathematics Instruction; Preservice Teacher Education; *Questioning Techniques IDENTIFIERS Mathematics Education Research; *Preservice Teachers; Problem Posing; Situated Lep.rning; *Subject Content Knowledge ABSTRACT Previous research has suggested that many elementary school teachers have a firmer understanding of addition and subtraction concepts than they have of more complex topics in elementary mathematics, such as division. In this study, (n=24) prospective elementary teachers' understanding of aspects of division involving remainders was explored by examining the problems they posed. The tea-:hers' responses revealed a clear preference for posing problems associated with real world contexts, suggesting that the term "story problem" had that particular meaning for this group. Although the vast majority of problems were situated in contexts, the problems and solutions frequently did not represent a solid connection between the mathematical and situational aspects of the problem. About two-thirds of the subjects spontaneously posed problems and proposed solutions that reflected their understanding of the relationship between the given computation and at least one member of its family of associated computations. -
Arithmetical Development: Commentary on Chapters 9 Through 15 and Future Directions
ARITHMETICAL DEVELOPMENT: COMMENTARY ON CHAPTERS 9 THROUGH 15 AND FUTURE DIRECTIONS David C. Geary University of Missouri at Columbia The second half of this book focuses on the important issues of arithmetical instruction and arithmetical learning in special populations. The former repre- sents an area of considerable debate in the United States, and the outcome of this debate could affect the mathematics education of millions of American children (Hirsch, 1996; Loveless, 2001). At one of the end points of this debate are those who advocate an educational approach based on a constructivist philosophy, whereby teachers provide materials and problems to solve but allow students leeway to discover for themselves the associated concepts and problem-solving procedures. At the other end are those who advocate direct instruction, whereby teachers provide explicit instruction on basic skills and concepts and children are required to practice these basic skills. In the first section of my commentary, I briefly address this debate, as it relates to chapters 9, 10, and 11 (by Dowker; Fuson and Burghardt; and Ambrose; Baek, and Carpenter respectively). Chapters 12 to 15 (by Donlan; Jordan, Hanich, and Uberti; and Delazer; and Heavey respectively) focus on the important issue of arithmetical learning in special populations, a topic that has been largely neglected, at least in relation to research on reading competencies in special populations. I discuss these chapters and related issues in the second section of my commentary. In the third, I briefly consider future directions. Instructional Research (Chapters 9 to 11) Constructivism is an instructional approach based on the developmental theories of Piaget and Vygotsky (e.g., Cobb, Yackel, & Wood, 1992). -
Developing a Pedagogical Domain Theory of Early Algebra Problem Solving Kenneth R
Developing a Pedagogical Domain Theory of Early Algebra Problem Solving Kenneth R. Koedinger Benjamin A. MacLaren March 2002 CMU-CS-02-119 CMU-HCII-02-100 School of Computer Science Carnegie Mellon University Pittsburgh, PA 15213 Abstract We describe a theory of quantitative representations and processes that makes novel predictions about student problem-solving and learning during the transition from arithmetic to algebraic competence or "early algebra". Our Early Algebra Problem Solving (EAPS) theory comes in the form of a cognitive model within the ACT-R cognitive architecture. As a "pedagogical domain theory", our EAPS theory can be used to make sense of the pattern of difficulties and successes students experience in early algebra problem solving and learning. In particular, the theory provides an explanation for the surprising result that algebra students perform better on certain word problems than on equivalent equations (Koedinger & Nathan, 2000; Nathan & Koedinger, 2000). It also makes explicit the knowledge and knowledge selection processes behind student strategies and errors and provides a theoretical tool for psychologists and mathematics educators to both productively generate and accurately evaluate hypotheses about early algebra learning and instruction. We have abstracted our development process into six model-building constraints that may be appropriate for creating cognitive models of problem solving in other domains. This research was supported by a grant from the James S. McDonnell Foundation program in Cognitive Studies for Educational Practice, grant #95-11. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the official policies, either expressed or implied, of the McDonnell Foundation.