Implications of Cognitive Science Research for Mathematics Education

By Robert S. Siegler. 2003

139 citations recorded by the source corpus.

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Citations in the corpus

The mathematical knowledge and understanding young children bring to school (2006, background): “1999). There is considerable evidence (e.g., Siegler, 2003; Tymms, Merrell, & Jones, 2004) that children from low income or other disadvantaged backgrounds demonstrate lower achievement on arrival at school than other students.”
Mathematics Education and Neurosciences: Relating Spatial Structures to the Development of Spatial Sense and Number Sense (2007, background): “Many recent publications have emphasized how scientists from the disciplines of mathematics education, cognitive psychology and neuropsychology can and should contribute to each others research (Berninger & Corina, 1998; Byrnes & Fox, 1998; Davis, 2004; Griffin & Case, 1997; Jolles et al., 2006; Les”
Interleaving Helps Students Distinguish among Similar Concepts (2012, background): “students learn to multiply fractions ((1)/2× (1)/3) by multiplying “tops and bottoms,” they sometimes mistakenly add fractions ((1)/2+ (1)/3) by “adding tops and bottoms” (Siegler 2003).”
Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study (2012, background): “We also see concepts and skills proceeding in tandem (Siegler, 2003, p. 223), with a benefit accruing where concepts are established to give context and foundation to the skills.”
Mental number line, number line estimation, and mathematical achievement : Their interrelations in grades 5 and 6 (2009, background): “We see the field of research on relations between the mental number line, number sense, and math achievement as a very positive example of how these different disciplines can benefit from each other (cf. Siegler, 2003 ).”
Acquisition and use of shortcut strategies by traditionally schooled children (2009, background): “In the same way that adults often generate new ideas while in the shower, while driving, or while working on unrelated or minimally related problems, so do children” (Siegler 2003, p. 226).”
What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education (2015, background): “Over the past two decades, there has been increased recognition that cognitive science research can and should inform education (e.g., Bransford, Brown, & Cocking, 2000; Newcombe et al., 2009; Siegler, 2003).”
A randomized controlled trial of interleaved mathematics practice. (2019, unknown): “This is not a trivial distinction, because the choice of an appropriate strategy is often challenging (e.g., Siegler, 2003; Sieg-ler & Shrager, 1984; Ziegler & Stern, 2014).”