Download full textERIC Number: ED501124
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
ISBN: N/A
ISSN: N/A
EISSN: N/A
From Cognitive Science to School Practice: Building the Bridge
Singer, Mihaela
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p207-214
The paper is focused on recent researches in neuroscience and developmental psychology regarding mathematical abilities of infants. A model that tries to explain these findings is developed. The model underlies the mental operations that could be systematically trained to generate efficient school learning. The model is built from a cognitive constructivist perspective on learning, is transferable into teaching-learning materials and its development has direct implications in structuring the curriculum and reorienting teaching practice. (Contains 1 footnote and 2 figures.) [For complete proceedings, see ED500860.]
Descriptors: Constructivism (Learning), Developmental Psychology, Cognitive Psychology, Teaching Methods, Theory Practice Relationship, Infants, Models, Child Development, Cognitive Processes, Arithmetic, Associative Learning
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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