Mathematics Cognition: Development, Neurobiology, Learning, and Instruction

描述(由申请人提供)：拟举办一系列五次年度会议，会议将：a)促进代表数学思维和学习研究不同方法的研究人员之间的信息交流；b)为分享前沿成果、建立新的合作、设计创新措施和制定研究议程提供独特的场所；c)通过支持博士生和初级研究人员的出席来欢迎和促进下一代研究人员参与该领域的研究；以及d)通过编辑书籍和在领先的科学期刊的特刊上发表一系列学术文章来传播这些会议的成果。这些会议将于2013年开始，将涵盖广泛的关键主题，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的有效性，以提高有数学学习障碍的儿童和成年人的算术概念和技能。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作出最大贡献的研究人员不属于任何单一的科学或专业协会。此外，这些研究人员在非常广泛的学术期刊上发表文章，降低了充分和一致地向彼此的工作提供信息的可能性。这一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，需要将这些不同领域的顶尖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、习得和教学。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、培训和改进教学实践以及招募博士生和初级科学家进入该领域制定更全面的路线图。

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.