Titlebook: Constructing Number; Merging Perspectives Anderson Norton,Martha W. Alibali Book 2019 Springer Nature Switzerland AG 2019 Approximate Numbe

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https://doi.org/10.1007/978-3-322-81522-4 in essence a symbolic activity, which requires the integration of multiple symbolic representations, a focus that has been increasingly emphasized in more recent neurocognitive research. The contributions in this volume provide fresh perspectives that will help to further our understanding of child

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https://doi.org/10.1007/978-3-322-81547-7ers and fractions. Although proficiency with natural numbers is fundamental to learning fractions, the transition from natural numbers to fractions requires modifications of the initial concept of numbers, and natural number processing can interfere with fraction processing. Thus, when teaching frac

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https://doi.org/10.1007/978-3-322-81697-9cal and neuroscience evidence for the proposed learning progression. It also reviews instructional studies showing that the hypothesized transformation can be accelerated by novel activities that engage symmetry processing compared to conventional activities around number lines and cancellation. Ult

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Umweltschutz in der Chemischen Industrie,tion on ways that biologically based abilities and experience in the world (coordinations of sensorimotor activity) each contribute to the construction of number. Additional themes arise within the content chapters and the commentaries on them.

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https://doi.org/10.1007/978-3-322-81697-9 to integers, and analogously, from real numbers to complex numbers. Integers, in particular, are structured by algebraic relations, which imply, for example, that (?1)???(?1) = 1. Historical observations and anecdotal evidence of children’s reasoning pertaining to this role raise important cognitive, pedagogical, and metaphysical questions.

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