Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503949
Title: Cognition in the classroom : exploring the role of working memory in children's mathematical learning at Key Stage 2
Author: Witt, Marcus
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2008
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Abstract:
Although responsible for their pupils' learning, most teachers do not have a clear understanding of the cognitive processes that mediate that learning. Working memory is one model that has proved to be useful in explaining the role of cognition in learning and there has been a lot of research exploring the nature of its involvement in complex tasks such as mathematics. This evidence suggests an important role for working memory, but is not consistent in determining which areas of working memory are recruited when performing the varied tasks that comprise mathematics.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.503949  DOI: Not available
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