| Title | Time | Duration | Description |
|---|---|---|---|
| Colloq: Sammy Perone (CCN/DEV bb | 12:00 PM | 1 hour(s) | (part of CCN/DEV brownbag series) Sammy Perone, University of Iowa & Delta Center "Bringing Systems and Time Scales Together to Rethink Infant Cognitive Development" |
| colloq of interest:Nicole McNeil | 12:00 PM | 1 hour(s) | "Limitations to teaching 2 + 2 = 4: Knowledge of traditional arithmetic hinders understanding of mathematical equivalence" Nicole McNeil, Notre Dame University Friday, November 13, 12:00 Noon Education Sciences 13th Floor Boardroom Abstract Why do children sometimes fail to learn new information, even after substantial amounts of experience or instruction? Several prevailing accounts suggest that learning difficulties are caused by something that children lack (e.g., working-memory resources or proficiency with prerequisite skills). In contrast, others argue that difficulties are caused, at least in part, by something that children have--existing knowledge. In this talk, I will focus on children's difficulties with mathematical equivalence (i.e., the concept that the two sides of an equation are equal and interchangeable). I will present evidence that children's existing knowledge of arithmetic contributes to these difficulties, and I will show that a modified version of arithmetic practice can help children develop a better understanding of mathematical equivalence. I will discuss how this evidence informs our understanding of theoretical issues related to cognition and development, as well as practical issues related to learning and instruction in the domain of mathematics. |