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Mathematical Cognition: In the Elementary Years [6–12]

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Encyclopedia of Mathematics Education

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Introduction

Mathematical cognition in the elementary years is a vast subject of study with entire handbooks devoted to understanding its different aspects, viz., computational views, dyscalculia, neuroscientific views, psychological views, and sociocultural views (Ashcraft, 1995; Campbell, 2005; Gallistel and Gelman, 2005; Radford, 2014). In this entry we view mathematical cognition as relating to the epistemology of mathematics and analyze cognition as an imprint of mathematical structures naturally occurring and perceived in the world. In particular, we synthesize Piagetian and non-Piagetian views on the development of mathematical cognition in children (ages 5–12) across two major areas of mathematics extensively studied by pupils in their elementary school years: geometry and enumeration and whole-number arithmetic.

Cognition in Elementary Years: Geometric Thinking

Piagetian Views

Piaget’s goal was to study children to answer basic philosophical questions about the nature and...

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Author information

Authors and Affiliations

  1. Department of Teaching and Learning, The Ohio State University, Marion, OH, USA

    Aina Appova

  2. Department of Mathematical Sciences, College of Humanities and Sciences, University of Montana, Missoula, MT, USA

    Bharath Sriraman

Authors
  1. Aina Appova
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  2. Bharath Sriraman
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Corresponding authors

Correspondence to Aina Appova or Bharath Sriraman .

Editor information

Editors and Affiliations

  1. Department of Education, Centre for Mathematics Education, London South Bank University, London, UK

    Stephen Lerman

Section Editor information

  1. Department of Mathematical Sciences, The University of Montana, Missoula, MT, USA

    Bharath Sriraman

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Appova, A., Sriraman, B. (2020). Mathematical Cognition: In the Elementary Years [6–12]. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_100014

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