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      Disciplinary Differences Between Cognitive Psychology and Mathematics Education: A Developmental Disconnection Syndrome : Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016)

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      Journal of Numerical Cognition
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          Abstract

          As the participants in this collaborative exercise who are mathematics education researchers espouse a cognitive perspective, it is not surprising that there were few genuine disagreements between them and the psychologists and cognitive neuroscientists during the process of generating a consensual research agenda. In contrast, the prototypical mathematics education researcher will mostly likely find the resulting list of priority open questions to be overly restrictive in its scope of topics to be studied, highly biased toward quantitative methods, and extremely narrow in its disciplinary perspectives. It is argued here that the fundamental disconnects between the epistemological foundations, theoretical perspectives, and methodological predilections of cognitive psychologists and mainstream mathematics education researchers preclude the prospect of future productive collaborative efforts between these fields. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10]

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          Autism spectrum disorders: developmental disconnection syndromes.

          Autism is a common and heterogeneous childhood neurodevelopmental disorder. Analogous to broad syndromes such as mental retardation, autism has many etiologies and should be considered not as a single disorder but, rather, as 'the autisms'. However, recent genetic findings, coupled with emerging anatomical and functional imaging studies, suggest a potential unifying model in which higher-order association areas of the brain that normally connect to the frontal lobe are partially disconnected during development. This concept of developmental disconnection can accommodate the specific neurobehavioral features that are observed in autism, their emergence during development, and the heterogeneity of autism etiology, behaviors and cognition.
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            Content Knowledge for Teaching: What Makes It Special?

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              Pathways to mathematics: longitudinal predictors of performance.

              A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

                Author and article information

                Journal
                JNC
                J Numer Cogn
                Journal of Numerical Cognition
                J. Numer. Cogn.
                PsychOpen
                2363-8761
                29 April 2016
                : 2
                : 1
                : 42-47
                Affiliations
                [a ]University of Virginia, Charlottesville, VA, USA
                Author notes
                [* ]Curry School of Education, 405 Emmet Street South, P.O. Box 400260, Charlottesville, VA 22904-4260, USA. dberch@ 123456virginia.edu
                Article
                jnc.v2i1.23
                10.5964/jnc.v2i1.23
                33551283-0927-4411-8e8f-ed5a10fdc65e
                Copyright @ 2016

                This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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