The Psychology of Learning Mathematics
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"The Psychology of Learning Mathematics" by Paul Ernest is a mathematics book and learning resource focused on Core Mathematics. Best for teachers, students, and readers looking for stronger mathematical understanding.
This book overviews concepts, theories and research in the psychology of learning mathematics, including research methodologies. The organising framework is the classification of the central learning outcomes of school mathematics into facts, skills, conceptual structures, general strategies and appreciation. Each component is treated in one or two dedicated chapters. There is a chapter on theoretical and practical aspects of constructivist learning theory, and another on the mathematical processes, strategies, and thinking involved in mathematical problem solving, including meta-cognition. A further chapter treats attitudes to and the appreciation of mathematics. The last two chapters explore a theme that has emerged as important in the psychology of mathematics education in recent years, the impact of context, both task and social context. This concerns the cognitive and psychological significance of both the external representations and situated embodiments of mathematical ideas and tasks, and also their internal, mental representations. It also concerns the links between these two domains including theories of transfer of learning.
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"The Psychology of Learning Mathematics" by Paul Ernest is a mathematics book and learning resource focused on Core Mathematics. Best for teachers, students, and readers looking for stronger mathematical understanding.
Topic: Core Mathematics
Author: Paul Ernest
Who this is for:
- Teachers and classroom instructors
- Students building subject mastery
- Readers looking for practical learning support
Why this book matters: It stands out as a practical math resource that helps explain concepts, strengthen problem-solving, and support classroom or independent learning.
This book overviews concepts, theories and research in the psychology of learning mathematics, including research methodologies. The organising framework is the classification of the central learning outcomes of school mathematics into facts, skills, conceptual structures, general strategies and appreciation. Each component is treated in one or two dedicated chapters. There is a chapter on theoretical and practical aspects of constructivist learning theory, and another on the mathematical processes, strategies, and thinking involved in mathematical problem solving, including meta-cognition. A further chapter treats attitudes to and the appreciation of mathematics. The last two chapters explore a theme that has emerged as important in the psychology of mathematics education in recent years, the impact of context, both task and social context. This concerns the cognitive and psychological significance of both the external representations and situated embodiments of mathematical ideas and tasks, and also their internal, mental representations. It also concerns the links between these two domains including theories of transfer of learning.
| Author | Paul Ernest |
| Publisher | LAP Lambert Academic Publishing |
| Published | 2011 |
| ISBN-13 | 9783844313062 |
| Binding | Paperback |
| Pages | 156 |
| Language | English |
| Subjects | Learning, Psychology of |
| Topic | Core Mathematics |
Format: Paperback
Length: 156 pages
Language: English
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