The Experts below are selected from a list of 138 Experts worldwide ranked by ideXlab platform
Vinod Menon - One of the best experts on this subject based on the ideXlab platform.
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Development of Mathematical Reasoning
2018Co-Authors: Teresa Iuculano, Vinod MenonAbstract:Mathematical cognition provides a foundation for the development of Skills critical for success in the 21st century. The use of mathematics to categorize, visualize, and manipulate information now extends to virtually all domains of human activity, making the necessity for basic Mathematical Skills more pressing than ever. This chapter summarizes current knowledge about the developmental and neurocognitive basis of Mathematical reasoning. We review central cognitive theories and summarize emerging findings on the perceptual and cognitive building blocks of numerical cognition, the functional brain circuits associated with them, and the multiple memory and cognitive‐control systems that play a critical role in scaffolding children's Mathematical Skill development. We highlight neurodevelopmental models and functional brain circuits that go beyond individual regions involved in number processing and demonstrate that brain systems and circuits engaged by the developing brain are not the same as those engaged in adult brains sculpted by years of learning.
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Working memory in children's math learning and its disruption in dyscalculia
Current opinion in behavioral sciences, 2016Co-Authors: Vinod MenonAbstract:Working memory (WM) plays an essential role in children's Mathematical learning. WM influences both the early foundational phases of number knowledge acquisition and subsequent maturation of problem solving Skills. The role of individual WM components in Mathematical cognition depends not only on problem complexity but also on individual differences in Mathematical abilities. Furthermore, the contributions of individual WM components change dynamically over development with visuospatial processes playing an increasingly important role in learning and enhancing Mathematical proficiency. Convergent findings from neuroimaging studies are now providing fundamental insights into the link between WM and Mathematical cognition, and the mechanisms by which poor WM contributes to learning disabilities. Evidence to date suggests that visuospatial WM is a specific source of vulnerability in children with Mathematical learning disabilities and needs to be considered as a key component in cognitive, neurobiological, and developmental models of typical and atypical Mathematical Skill acquisition.
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Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders.
Learning and individual differences, 2010Co-Authors: Meghan L. Meyer, Valorie N. Salimpoor, David C. Geary, Vinod MenonAbstract:The contribution of the three core components of working memory (WM) to the development of Mathematical Skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in 48 2nd and 50 3rd graders was assessed using standardized WM and Mathematical achievement measures. For 2nd graders, the central executive and phonological components predicted Mathematical Reasoning Skills; whereas the visuo-spatial component predicted both Mathematical Reasoning and Numerical Operations Skills in 3rd graders. This pattern suggests that the central executive and phonological loop facilitate performance during early stages of Mathematical learning whereas visuo-spatial representations play an increasingly important role during later stages. We propose that these changes reflect a shift from prefrontal to parietal cortical functions during Mathematical Skill acquisition. Implications for learning and individual differences are discussed.
Shaunita D. Strozier - One of the best experts on this subject based on the ideXlab platform.
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Elementary General and Special Education Teachers' Mathematics Skills and Efficacy.
Journal of Research in Education, 2014Co-Authors: Margaret M. Flores, Jennifer Thornton, Toni M. Franklin, Vanessa Hinton, Shaunita D. StrozierAbstract:The purpose of this study was to extend the literature regarding elementary teachers’ beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers’ mathematics teaching efficacy. In addition, the researchers’ surveyed teachers’ mathematics Skills. The participants (n=178) were pre-service elementary level general and special education teachers enrolled in two major state universities in the Southern United States. The participants completed surveys of K-6 mathematics content and completed the Mathematics Teaching Efficacy and Beliefs Instrument (MTEBI). A MANOVA was conducted to investigate the differences between pre-service general and special education teachers’ mathematics computation Skills, problem solving Skills, personal mathematics teaching efficacy, and mathematics teaching outcome expectancies. Findings indicate differences in participants’ outcome expectancies and problem solving performance. However, both groups of pre-service teachers performed similarly in the areas of computation and teaching efficacy. The results have implications for teacher preparation. The ability to demonstrate Mathematical Skill is critical for individuals’ success, accounting for variances in employment, income, and work productivity more so than intelligence and reading ability (Rivera-Batiz, 1992). Early mathematics Skills lay the foundation for advanced mathematics performance (Houchins, Shippen, & Flores, 2010). Therefore, it is essential that all children receive quality mathematics instruction in the early grades. In an effort to promote quality instruction for all students, reform efforts such as implementation of the National Council of Teachers of Mathematics Standards (NCTM, 2000), the No Child Left Behind Act (2002), and the Individuals with Disabilities Education Improvement Act (2004) have emphasized standards for practice, promoted evidence-based instruction, and progress monitoring. Additionally, the National Mathematics Advisory Panel (2008) calls for continued improvement of pre-service teachers’ knowledge and pedagogical Skills in mathematics.
Ali Asghar Kakojoibari - One of the best experts on this subject based on the ideXlab platform.
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THE EFFECT OF EDUCATIONAL LEVEL ELEVATION ON THE Mathematical Skill IN HEARING-IMPAIRED STUDENTS
Bimonthly Audiology - Tehran University of Medical Sciences, 2013Co-Authors: Azam Sharifi, Ali Asghar KakojoibariAbstract:Background and Aim: There is a relation between language Skills and science learning in educational approach. Hearing-impairment and delay in learning of language Skills influence the progress of learning. The aim of this research was to study the effect of educational level elevation on growth of Mathematical Skill. Therefore, third grade hearing-impaired students of secondary school, and forth grade hearing-impaired and normal-hearing students of elementary school were compared in terms of Mathematical Skill. Methods: The research was cross-sectional and the internationally standardized mathematics questions (2007) were selected as the tools of the test. The sample included 31 students of 4 th grade elementary and third grade of secondary school with sever hearing loss from exceptional schools, and 17 normalhearing students were randomly selected from ordinary schools next to the exceptional schools in Robatkarim, Karaj, and Shahriyar cities, Iran. Results: According to data analysis there was a meaningful difference between hearing-impaired students of forth and third grades and normal-hearing students in the three fields of knowledge, application and argument (p 0.05). Conclusion: No significant improvement was seen in the Mathematical Skill of hearing-impaired students by educational level elevation. Writing Mathematical books for the pre-elementary courses, revision of teaching methods, and increasing teaching hours are necessary in mathematics.
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The effect of hearing impairment on Mathematical Skill of hearing-impaired elementary-school students
Bimonthly Audiology - Tehran University of Medical Sciences, 2012Co-Authors: Ali Asghar Kakojoibari, Azam Sharifi, Mehran Farajollahi, Fatemeh JarchianAbstract:Background and Aim: Hearing impairment can effect many educational abilities and will lead in a dealy in his growth. The objective of this research was to study the effect of hearing impairment on Mathematical Skill of hearing-impaired students of 4 th grade of elementary in contrast with normalhearing students. Methods: The project was cross-sectional and the tool used was the international standard booklet of Mathematical questions. There has been 35 hearing-impaired students with range of moderately severprofound hearing loss selected from the 4 th grade of elementary from exceptional schools in Ray, Pakdasht and Varamina, Iran, and 35 normal-hearing students were randomly selected from ordinary schools next to exceptional schools. Results: By analyzing the outcomes, the normal-hearing students showed a better result in knowing, application, argument in aspects of cognitive in contrast with hearing-impaired students and there has been a meaningful difference (p
Azam Sharifi - One of the best experts on this subject based on the ideXlab platform.
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THE EFFECT OF EDUCATIONAL LEVEL ELEVATION ON THE Mathematical Skill IN HEARING-IMPAIRED STUDENTS
Bimonthly Audiology - Tehran University of Medical Sciences, 2013Co-Authors: Azam Sharifi, Ali Asghar KakojoibariAbstract:Background and Aim: There is a relation between language Skills and science learning in educational approach. Hearing-impairment and delay in learning of language Skills influence the progress of learning. The aim of this research was to study the effect of educational level elevation on growth of Mathematical Skill. Therefore, third grade hearing-impaired students of secondary school, and forth grade hearing-impaired and normal-hearing students of elementary school were compared in terms of Mathematical Skill. Methods: The research was cross-sectional and the internationally standardized mathematics questions (2007) were selected as the tools of the test. The sample included 31 students of 4 th grade elementary and third grade of secondary school with sever hearing loss from exceptional schools, and 17 normalhearing students were randomly selected from ordinary schools next to the exceptional schools in Robatkarim, Karaj, and Shahriyar cities, Iran. Results: According to data analysis there was a meaningful difference between hearing-impaired students of forth and third grades and normal-hearing students in the three fields of knowledge, application and argument (p 0.05). Conclusion: No significant improvement was seen in the Mathematical Skill of hearing-impaired students by educational level elevation. Writing Mathematical books for the pre-elementary courses, revision of teaching methods, and increasing teaching hours are necessary in mathematics.
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The effect of hearing impairment on Mathematical Skill of hearing-impaired elementary-school students
Bimonthly Audiology - Tehran University of Medical Sciences, 2012Co-Authors: Ali Asghar Kakojoibari, Azam Sharifi, Mehran Farajollahi, Fatemeh JarchianAbstract:Background and Aim: Hearing impairment can effect many educational abilities and will lead in a dealy in his growth. The objective of this research was to study the effect of hearing impairment on Mathematical Skill of hearing-impaired students of 4 th grade of elementary in contrast with normalhearing students. Methods: The project was cross-sectional and the tool used was the international standard booklet of Mathematical questions. There has been 35 hearing-impaired students with range of moderately severprofound hearing loss selected from the 4 th grade of elementary from exceptional schools in Ray, Pakdasht and Varamina, Iran, and 35 normal-hearing students were randomly selected from ordinary schools next to exceptional schools. Results: By analyzing the outcomes, the normal-hearing students showed a better result in knowing, application, argument in aspects of cognitive in contrast with hearing-impaired students and there has been a meaningful difference (p
Margaret M. Flores - One of the best experts on this subject based on the ideXlab platform.
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Elementary General and Special Education Teachers' Mathematics Skills and Efficacy.
Journal of Research in Education, 2014Co-Authors: Margaret M. Flores, Jennifer Thornton, Toni M. Franklin, Vanessa Hinton, Shaunita D. StrozierAbstract:The purpose of this study was to extend the literature regarding elementary teachers’ beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers’ mathematics teaching efficacy. In addition, the researchers’ surveyed teachers’ mathematics Skills. The participants (n=178) were pre-service elementary level general and special education teachers enrolled in two major state universities in the Southern United States. The participants completed surveys of K-6 mathematics content and completed the Mathematics Teaching Efficacy and Beliefs Instrument (MTEBI). A MANOVA was conducted to investigate the differences between pre-service general and special education teachers’ mathematics computation Skills, problem solving Skills, personal mathematics teaching efficacy, and mathematics teaching outcome expectancies. Findings indicate differences in participants’ outcome expectancies and problem solving performance. However, both groups of pre-service teachers performed similarly in the areas of computation and teaching efficacy. The results have implications for teacher preparation. The ability to demonstrate Mathematical Skill is critical for individuals’ success, accounting for variances in employment, income, and work productivity more so than intelligence and reading ability (Rivera-Batiz, 1992). Early mathematics Skills lay the foundation for advanced mathematics performance (Houchins, Shippen, & Flores, 2010). Therefore, it is essential that all children receive quality mathematics instruction in the early grades. In an effort to promote quality instruction for all students, reform efforts such as implementation of the National Council of Teachers of Mathematics Standards (NCTM, 2000), the No Child Left Behind Act (2002), and the Individuals with Disabilities Education Improvement Act (2004) have emphasized standards for practice, promoted evidence-based instruction, and progress monitoring. Additionally, the National Mathematics Advisory Panel (2008) calls for continued improvement of pre-service teachers’ knowledge and pedagogical Skills in mathematics.