Camilla Gilmore

Bio: Camilla Gilmore is an academic researcher from Loughborough University. The author has contributed to research in topics: Approximate number system & Numerical cognition. The author has an hindex of 35, co-authored 83 publications receiving 4481 citations. Previous affiliations of Camilla Gilmore include University of Nottingham & University of Oxford.

Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement

Abstract: Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. Recent research has proposed the existence of an Approximate Number System (ANS) which allows individuals to represent and manipulate non-verbal numerical information. Evidence has shown that performance on a measure of the ANS (a dot comparison task) is related to mathematics achievement, which has led researchers to suggest that the ANS plays a critical role in mathematics learning. Here we show that, rather than being driven by the nature of underlying numerical representations, this relationship may in fact be an artefact of the inhibitory control demands of some trials of the dot comparison task. This suggests that recent work basing mathematics assessments and interventions around dot comparison tasks may be inappropriate.

The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters.

Abstract: Symbolic (ie, with Arabic numerals) approximate arithmetic with large numerosities is an important predictor of mathematics It was previously evidenced to onset before formal schooling at the kindergarten age (Gilmore et al, 2007) and was assumed to map onto pre-existing nonsymbolic (ie, abstract magnitudes) representations With a longitudinal study (Experiment 1), we show, for the first time, that nonsymbolic and symbolic arithmetic demonstrate different developmental trajectories In contrast to Gilmore et al’s (2007) findings, Experiment 1 showed that symbolic arithmetic onsets in grade 1, with the start of formal schooling, not earlier Gilmore et al (2007) had examined English-speaking children, whereas we assessed a large Dutch-speaking sample The Dutch language for numbers can be cognitively more demanding, for example, due to the inversion property in numbers above twenty Thus, for instance, the number 48 is named in Dutch “achtenveertig” (eight and forty) instead of “forty eight” To examine the effect of the language of numbers, we conducted a cross-cultural study with English- and Dutch-speaking children that had similar SES and math achievement skills (Experiment 2) Results demonstrated that Dutch-speaking kindergarteners lagged behind English-speaking children in symbolic arithmetic, not nonsymbolic and demonstrated a WM overload in symbolic arithmetic, not nonsymbolic Also, we show for the first time that the ability to name two-digit numbers highly correlates with symbolic approximate arithmetic not nonsymbolic Our experiments empirically demonstrate that the symbolic number system is modulated more by development and education than the nonsymbolic system Also, in contrast to the nonsymbolic system, the symbolic system is modulated by language

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

Abstract: 미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

Education at a Glance

Abstract: A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.