What makes learning math harder for some children than others? - Prof. David C. Geary скачать в хорошем качестве

What makes learning math harder for some children than others? - Prof. David C. Geary

What is mathematics, really? Is it a universal truth waiting to be discovered, or a cognitive system constructed by the human brain through millions of years of evolution? Prof. David C. Geary is a prominent cognitive scientist and psychologist at the University of Missouri. Currently he is the Curators' Distinguished Professor which is the is the highest, most prestigious academic rank awarded by the University of Missouri for his extraordinary research, teaching, and professional achievements. He published more than 330 articles and chapters across a wide range of topics, including cognitive, developmental, and evolutionary psychology, education, biology, and medicine. Web: https://gearyd.mufaculty.umsystem.edu/ https://psychology.missouri.edu/peopl... Drawing on decades of research in cognitive science, child development, evolutionary psychology, and education, Professor Geary discusses how the human mind evolved to process numbers, patterns, and abstract ideas — and why mathematics remains difficult for many people despite its importance in modern society. The conversation further challenges assumptions about modern education: if formal schooling is a relatively recent invention in human history, what does that mean for how children learn today? Why do children naturally gravitate toward play and sports, but often struggle with academic learning? Finally, we reflect on the psychology of achievement, reputation, and intellectual ambition — and the delicate balance between curiosity, ego, and humility in the pursuit of knowledge. Topics Discussed • How the brain encodes knowledge and categories • Evolutionary origins of mathematical thinking • General intelligence, folk psychology, and ecological problem-solving • Sex differences in mathematical cognition • The origins of math anxiety • Ego, ambition, and the psychology of intellectual achievement