id: 06498208
dt: j
an: 2015f.00186
au: Star, Jon R.; Pollack, Courtney
ti: Inhibitory control and mathematics learning: definitional and operational
considerations.
so: ZDM, Math. Educ. 47, No. 5, 859-863 (2015).
py: 2015
pu: Springer, Berlin/Heidelberg
la: EN
cc: C40 C30 D20
ut: inhibitory control; mathematics learning
ci:
li: doi:10.1007/s11858-015-0716-1
ab: Summary: The topic of inhibition in mathematics education is both well
timed and important. In this commentary, we reflect on the role of
inhibition in mathematics learning through four themes that relate to
how inhibition is defined, measured, developed, and applied. First, we
consider different characterizations of inhibition and how they may
shape the ways that inhibition is conceptualized and studied in
mathematics contexts. Second, we discuss methods that researchers use
to study inhibition and how differences across these methods may
constrain researchersâ€™ conclusions or what these differences may
imply for studentsâ€™ use of inhibition when solving authentic
mathematics problems. Third, we consider the relationship between
intuition and mathematics content knowledge, including how this
relationship may vary for students with different levels of knowledge.
We end with a discussion of inhibitionâ€™s practical educational
relevance, in which we offer a set of questions that may inform future
conversations or research in the field.
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