03494nam a22004695i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001400172072001700186072002300203072001600226100014900242245010200391250001800493264007200511300006600583336002600649337002600675338003600701347002400737505073500761520108001496650002602576650002602602650003002628650002502658650002602683650005602709710003402765773002602799776003602825776003602861776003602897856004602933912001402979912001402993999001703007978-981-97-3763-5DE-He21320251030112708.0cr nn 008mamaa240802s2024    si |    s    |||| 0|eng d  a97898197376359978-981-97-3763-57 a10.1007/978-981-97-3763-52doi 4aRC321-580 7aPSAN2bicssc 7aSCI0890002bisacsh 7aPSAN2thema1 aZhou, Xinlin.eauthor.0(orcid)0000-0002-3530-09221https://orcid.org/0000-0002-3530-09224aut4http://id.loc.gov/vocabulary/relators/aut98184710aBrain and Mathematical Cognitionh[electronic resource] :bEvidence from China /cby Xinlin Zhou.  a1st ed. 2024. 1aSingapore :bSpringer Nature Singapore :bImprint: Springer,c2024.  aXII, 182 p. 114 illus., 53 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1. Numerosity Sense and Mathematical Achievement -- Chapter 2. Spatial Representation for Symbolic Numbers and Numerosity -- Chapter 3. Experience Shapes the Arithmetic Brain -- Chapter 4. Cognitive Correlate for Mathematical Problem Solving: Spatial or Logic? -- Chapter 5. Developmental Spatial Model in One-Step Math Word Problem Solving -- Chapter 6. The Semantic Network Supports Mathematical Processing -- Chapter 7. Three-Component Mathematics Education -- Chapter 8. Gender Difference in Mathematics -- Chapter 9. Preschoolers’ Mathematics -- Chapter 10. Form Perception Deficit in Chinese Children with Developmental Dyscalculia -- Chapter 11. Abacus in Mathematics Education -- Chapter 12. Mathematics Anxiety.  aThis book intends to present a series of insights coming from in-depth investigation of brain and mathematical cognition in Chinese population. Specifically, the book introduces research on the associations among number sense, visual form perception and mathematical fluency; symbolic and non-symbolic mental number line; and the role of spatial modeling and logical inference in mathematical problem solving. The book summarizes author's previous studies on the involvement of semantic network other than visuospatial network in mathematical cognition. The three-component mathematical model that comes out of more than 10 years of research on mathematical cognition is introduced. The book presents the effect of learning experience on arithmetic-related brain system. Chinese abacus that can be used to eradicate developmental dyscalculia in classroom is briefly discussed. Special attention in this book is paid to mathematical anxiety and mathematical learning disorders in Chinese schoolchildren. Finally, gender differences in mathematical cognition are also reviewed. 0aNeurosciences.968384 0aCognitive psychology. 0aPsycholinguistics.97237714aNeuroscience.96838624aCognitive Psychology.24aPsycholinguistics and Cognitive Lingusitics.9723782 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978981973762808iPrinted edition:z978981973764208iPrinted edition:z978981973765940uhttps://doi.org/10.1007/978-981-97-3763-5  aZDB-2-SBL  aZDB-2-SXB  c62202d62202