Richard Prather
Biographic Data
| ID | 9104015 |
|---|---|
| NAME | Richard Prather |
| GIVEN NAMES | Richard |
| FAMILY NAME | Prather |
| SIGNATURE | PRATHER R |
| AFFILIATIONS | University of Maryland |
| ORCID | 0000-0002-5538-3032 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
The First Step to Learning Place Value
Very few questions have cast such an enduring effect in cognitive science as the question of “symbol-grounding”: Do human-invented symbol systems have to be grounded to physical objects to gain meanings? This question has strongly influenced research and practice in education involving the use of physical models and manipulatives. However, the evidence on the effectiveness of physical models is mixed. We suggest that rethinking physical models in…
Number Representations Drive Number-Line Estimates
The number-line task has been extensively used to study the mental representation of numbers in children. However, studies suggest that proportional reasoning provides a better account of children’s performance. Ninety 4- to 6-year-olds were given a number-line task with symbolic numbers, with clustered dot arrays that resembled a perceptual scaling task, or with spread-out dot arrays that involved numerical estimation. Children performed well wi…
The development of arithmetic principle knowledge
No prominent works on this page.
The development of arithmetic principle knowledge
Number Representations Drive Number-Line Estimates
The number-line task has been extensively used to study the mental representation of numbers in children. However, studies suggest that proportional reasoning provides a better account of children’s performance. Ninety 4- to 6-year-olds were given a number-line task with symbolic numbers, with clustered dot arrays that resembled a perceptual scaling task, or with spread-out dot arrays that involved numerical estimation. Children performed well wi…
The First Step to Learning Place Value
Very few questions have cast such an enduring effect in cognitive science as the question of “symbol-grounding”: Do human-invented symbol systems have to be grounded to physical objects to gain meanings? This question has strongly influenced research and practice in education involving the use of physical models and manipulatives. However, the evidence on the effectiveness of physical models is mixed. We suggest that rethinking physical models in…
Arithmetic (3 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Computer Science (3 works) · Mathematics (3 works) · Psychology (3 works) · Child and Animal Learning Development (2 works) · Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Abacus (architecture) (1 work) · Artificial Intelligence (1 work)