000 04632nam a22004935i 4500
001 978-3-319-98767-5
003 DE-He213
005 20190222133335.0
007 cr nn 008mamaa
008 181207s2018 gw | s |||| 0|eng d
020 _a9783319987675
_9978-3-319-98767-5
024 7 _a10.1007/978-3-319-98767-5
_2doi
050 4 _aLB1050.9-1091
072 7 _aJNC
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aJNC
_2thema
082 0 4 _a370.15
_223
245 1 0 _aVisualizing Mathematics
_h[electronic resource] :
_bThe Role of Spatial Reasoning in Mathematical Thought /
_cedited by Kelly S. Mix, Michael T. Battista.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXV, 378 p. 142 illus., 86 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aResearch in Mathematics Education,
_x2570-4729
505 0 _aSection I: Psychological Perspectives -- How much as Compared to What: Relative Magnitude as a Key Idea in Mathematics Cognition -- From Intuitive Spatial Measurement to Understanding of Units -- Spatial Reasoning: A Critical Problem-Solving Tool in Children’s Mathematics Strategy Tool-Kit -- More space, better math: Is space a powerful tool or a cornerstone for understanding arithmetic? -- What processes underlie the relation between spatial skill and mathematics? -- Section I Commentaries -- Section II: Educational Perspectives -- The Interaction Between Spatial Processes and Mathematical Reasoning and Concepts in Pre-Proof Geometry -- Learning with and from drawing in early years geometry -- The interaction between spatial reasoning constructs and mathematics understandings in elementary classrooms -- Visualization in Secondary School Geometry -- Communication of visual information and complexity of reasoning by mathematically talented students -- Section II Commentaries.
520 _aThis unique volume surveys recent research on spatial visualization in mathematics in the fields of cognitive psychology and mathematics education. The general topic of spatial skill and mathematics has a long research tradition, but has been gaining attention in recent years, although much of this research happens in disconnected subfields. This volume aims to promote interaction between researchers, not only to provide a more comprehensive view of spatial visualization and mathematics, but also to stimulate innovative new directions in research based on a more coordinated effort. It features ten chapters authored by leading researchers in cognitive psychology and mathematics education, as well as includes dynamic commentaries by mathematics education researchers on cognitive psychology chapters, and by cognitive psychologists on mathematics education chapters. Among the topics included: From intuitive spatial measurement to understanding of units. Spatial reasoning: a critical problem-solving tool in children’s mathematics strategy tool-kit. What processes underlie the relation between spatial skill and mathematics? Learning with and from drawing in early years geometry. Communication of visual information and complexity of reasoning by mathematically talented students. Visualizing Mathematics makes substantial progress in understanding the role of spatial reasoning in mathematical thought and in connecting various subfields of research. It promises to make an impact among psychologists, education scholars, and mathematics educators in the convergence of psychology and education.
650 0 _aEducational psychology.
650 0 _aMathematics.
650 0 _aScience
_xStudy and teaching.
650 1 4 _aEducational Psychology.
_0http://scigraph.springernature.com/things/product-market-codes/O39000
650 2 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
650 2 4 _aScience Education.
_0http://scigraph.springernature.com/things/product-market-codes/O27000
700 1 _aMix, Kelly S.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aBattista, Michael T.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319987668
776 0 8 _iPrinted edition:
_z9783319987682
830 0 _aResearch in Mathematics Education,
_x2570-4729
856 4 0 _uhttps://doi.org/10.1007/978-3-319-98767-5
912 _aZDB-2-EDA
999 _c97991
_d97991