Abstract
Long have we known that reasoning abilities are linked to learning, and specifically to learning mathematics. Even intelligence, considered a controversial construct, plays a significant role in the research on the explanation of academic performance. This article intends to highlight some important cognitive abilities or dimensions relevant to learning mathematics, synthesizing some research that defines such constructs and relates them to mathematical learning and achievement. General considerations about designing and implementing meaningful learning experiences are presented.
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Article Type: Research Article
INT ELECT J MATH ED, Volume 15, Issue 2, May 2020, Article No: em0565
https://doi.org/10.29333/iejme/6259
Publication date: 30 Oct 2019
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How to cite this article
APA
Brito, L. P., Almeida, L. S., & Osório, A. J. M. (2020). Reasoning Abilities and Learning Math: A Möbius Strip?. International Electronic Journal of Mathematics Education, 15(2), em0565. https://doi.org/10.29333/iejme/6259
Vancouver
Brito LP, Almeida LS, Osório AJM. Reasoning Abilities and Learning Math: A Möbius Strip?. INT ELECT J MATH ED. 2020;15(2):em0565. https://doi.org/10.29333/iejme/6259
AMA
Brito LP, Almeida LS, Osório AJM. Reasoning Abilities and Learning Math: A Möbius Strip?. INT ELECT J MATH ED. 2020;15(2), em0565. https://doi.org/10.29333/iejme/6259
Chicago
Brito, Luciana Pereira, Leandro Silva Almeida, and António José Meneses Osório. "Reasoning Abilities and Learning Math: A Möbius Strip?". International Electronic Journal of Mathematics Education 2020 15 no. 2 (2020): em0565. https://doi.org/10.29333/iejme/6259
Harvard
Brito, L. P., Almeida, L. S., and Osório, A. J. M. (2020). Reasoning Abilities and Learning Math: A Möbius Strip?. International Electronic Journal of Mathematics Education, 15(2), em0565. https://doi.org/10.29333/iejme/6259
MLA
Brito, Luciana Pereira et al. "Reasoning Abilities and Learning Math: A Möbius Strip?". International Electronic Journal of Mathematics Education, vol. 15, no. 2, 2020, em0565. https://doi.org/10.29333/iejme/6259