Mathematics Cognition: Development, Neurobiology, Learning, and Instruction

描述（由申请人提供）：一系列的五个年度会议，建议将：a）促进代表不同的方法来研究数学思维和学习的研究人员之间的信息交流; B）提供一个独特的场所，分享前沿的发现，建立新的合作，设计创新的措施，并制定研究议程; c）通过支持博士生和初级研究人员出席会议，欢迎和促进下一代研究人员参与这一领域的工作，以及d）将这些会议的成果编辑成册，并在主要科学期刊的特刊上发表一系列学术文章。这些会议将于2013年开始，将涵盖各种各样的关键主题，从脊椎动物基本数字处理的神经生物学基础到测试基于认知的教学策略对提高有数学学习障碍的儿童和成人的算术概念和技能熟练程度的功效。目前召集的专业协会没有达到这些目标，因为对数学学习和发展研究贡献最大的研究人员不属于任何单一的科学或专业协会。此外，这些研究人员发表在非常广泛的学术期刊上，减少了充分和一致地告知彼此工作的可能性。这种令人遗憾的情况阻碍了创新研究方法、新措施和前沿理论发展的及时发展和交流。因此，需要将来自这些不同子领域的顶级研究人员聚集在一起，以推进更综合的方法来研究数学概念和技能的发展，获取和教学。拟议的一系列会议将为实现这些目标提供一个独特的机会，为未来的研究、培训和教学实践的改进制定一个更全面的路线图，并招募博士生和初级科学家进入该领域。

DESCRIPTION (provided by applicant): A series of five annual conferences is proposed that will: a) facilitate the exchange of information among researchers representing diverse approaches to the study of mathematical thinking and learning; b) provide a unique venue for sharing cutting edge findings, building new collaborations, designing innovative measures, and developing research agendas; c) welcome and promote the involvement of the next generation of researchers in this field by supporting the attendance of doctoral students and junior investigators, and d) disseminate the outcomes of these meetings in an edited book as well as a series of scholarly articles in special issues of leading scientific journals. These meetings, to begin in 2013, will cover a wide variety of critical topics ranging from the neurobiological substrates of basic numerical processing in vertebrates to testing the efficacy of cognitively-based instructional strategies for improving proficiency in arithmetic concepts and skills in children and adults with mathematical learning disabilities. Currently convening professional societies do not meet these goals because researchers who contribute most significantly to the study of mathematical learning and development do not belong to any single scientific or professional association. Furthermore, these investigators publish in a tremendously wide range of scholarly journals, reducing the likelihood of fully and consistently informing one another's work. This regrettable situation has impeded the timely development and communication of innovative research approaches, novel measures, and cutting edge theoretical developments. Consequently, bringing together top researchers from these diverse subfields is needed to advance more integrative approaches to studying the development, acquisition, and instruction of mathematical concepts and skills. The proposed series of conferences will provide a unique opportunity to achieve these objectives, producing a more comprehensive roadmap for future research, training, and improvements in instructional practices, as well as recruiting doctoral students and junior scientists into the field.