What Expertise Can Tell About Mathematical Learning and Cognition

Sella, Francesco; Kadosh, Roi Cohen

doi:10.1111/mbe.12179

Cited by 16 publications

(8 citation statements)

References 62 publications

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“…The IPS has been highlighted as a key brain region in numerical and mathematical cognition and learning as supported by methodologically diverse studies including nonhuman primates, neurological and neurodevelopmental populations, and mathematical experts based primarily on neurofunctional and structural studies in healthy humans [46,[57][58][59][60][61]. Our results expanded this understanding by showing that the developmental stage influences the relation between IPS neurotransmitter concentration and MA.…”

Section: Plos Biologysupporting

confidence: 63%

Predicting learning and achievement using GABA and glutamate concentrations in human development

et al. 2021

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Previous research has highlighted the role of glutamate and gamma-aminobutyric acid (GABA) in learning and plasticity. What is currently unknown is how this knowledge translates to real-life complex cognitive abilities that emerge slowly and how the link between these neurotransmitters and human learning and plasticity is shaped by development. While some have suggested a generic role of glutamate and GABA in learning and plasticity, others have hypothesized that their involvement shapes sensitive periods during development. Here we used a cross-sectional longitudinal design with 255 individuals (spanning primary school to university) to show that glutamate and GABA in the intraparietal sulcus explain unique variance both in current and future mathematical achievement (approximately 1.5 years). Furthermore, our findings reveal a dynamic and dissociable role of GABA and glutamate in predicting learning, which is reversed during development, and therefore provide novel implications for models of learning and plasticity during childhood and adulthood.

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Section: Plos Biologysupporting

confidence: 63%

Predicting learning and achievement using GABA and glutamate concentrations in human development

et al. 2021

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“…Previous studies suggest that they differ from nonmathematicians in both domain-general and domain-specific ability factors (for a recent overview, cf. Sella & Cohen Kadosh, 2018). First, expert mathematicians -similar to academics in other areas -display above-average levels of general intelligence (Wai, 2014).…”

Section: Mathematicsmentioning

confidence: 99%

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Preckel

Golle

Grabner

et al. 2020

Perspect Psychol Sci

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Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

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“…Convergent mathematics learning activities can form basic skills [19]. These activities generally tend to be algorithmic, mechanistic, and routine math exercises [20]. The ability to think creatively is divergent and requires the activity of investigating mathematical problems from various perspectives.…”

Section: Introductionmentioning

confidence: 99%

Improving the Creative Thinking Ability of Junior High School Students Through GeoGebra Assisted Learning Community in Mathematics

Samura

Darhim

Juandi

et al. 2021

Int. J. Interact. Mob. Technol.

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This study examines and analyzes the differences between GeoGebra-assisted community learning and conventional learning in improving students' creative thinking skills in junior high schools. The research method uses quantitative, designed with an experimental pattern of nonequivalent control groups. Samples taken not randomly from two different classes amounted to 79 people. One class gets community learning with the help of GeoGebra, and the other class gets conventional learning. Data obtained by using the test. The test was conducted twice, namely pretest and posttest. Normalized N-Gain is done to measure the increase in creative thinking skills. Data analysis used an independent sample t-test. Based on the results of the analysis, it was found that there was a significant increase in students' creative thinking skills. Learning community is student-centered learning in groups (Student-Centered Learning). The research findings consider it important to implement GeoGebra-assisted learning communities according to the characteristics and development of the student learning environment.

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What Expertise Can Tell About Mathematical Learning and Cognition

Cited by 16 publications

References 62 publications

Predicting learning and achievement using GABA and glutamate concentrations in human development

Predicting learning and achievement using GABA and glutamate concentrations in human development

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Improving the Creative Thinking Ability of Junior High School Students Through GeoGebra Assisted Learning Community in Mathematics

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