Authors

Lara Alcock, Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
Daniel Ansari, Numerical Cognition Laboratory, Department of Psychology & Brain and Mind Institute, The University of Western Ontario, London, Canada
Sophie Batchelor, Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
Marie-Josee Bisson, Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
Bert De Smedt, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
Camilla Gilmore, Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
Silke M. Gobel, Department of Psychology, University of York, York, United Kingdom
Minna Hannula-Sormunen, Department of Teacher Education, University of Turku, Turku, Finland
Jeremy Hodgen, School of Education, University of Nottingham, Nottingham, United Kingdom
Matthew Inglis, Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
Ian Jones, Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
Michele Mazzocco, Institute of Child Development, University of Minnesota, Minneapolis, USA
Nicole McNeil, Department of Psychology, University of Notre Dame, Notre Dame, USA
Michael Schneider, Educational Psychology, Universität Trier, Trier, Germany
Victoria Simms, Psychology Research Institute, Ulster University, Belfast, United Kingdom
Keith Weber, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, USA

Document Type

Article

Publication Date

4-29-2016

Journal

Journal of Numerical Cognition

Volume

2

Issue

1

First Page

20

Last Page

41

URL with Digital Object Identifier

10.5964/jnc.v2i1.10

Abstract

This paper reports on a collaborative exercise designed to generate a coherent agenda for research on mathematical cognition. Following an established method, the exercise brought together 16 mathematical cognition researchers from across the fields of mathematics education, psychology and neuroscience. These participants engaged in a process in which they generated an initial list of research questions with the potential to significantly advance understanding of mathematical cognition, winnowed this list to a smaller set of priority questions, and refined the eventual questions to meet criteria related to clarity, specificity and practicability. The resulting list comprises 26 questions divided into six broad topic areas: elucidating the nature of mathematical thinking, mapping predictors and processes of competence development, charting developmental trajectories and their interactions, fostering conceptual understanding and procedural skill, designing effective interventions, and developing valid and reliable measures. In presenting these questions in this paper, we intend to support greater coherence in both investigation and reporting, to build a stronger base of information for consideration by

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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