Mathematical Reasoning of Children and Adults

1. Mathematical reasoning: the learner, the teacher, the teaching and learning.- 2. Number sense and flexibility of calculation: a common focus on number relations.- 3. Number sense in a developmental perspective: comparing the mastery of its different components in children.- 4. Mental and neural foundations of numerical magnitude.- 5. Strategies and accuracy in the number line task in Colombian and Brazilian deaf children.- 6. 1, 2, 3... Let's count: The development of counting at the beginning of compulsory schooling.- 7. How do Kindergarten children deal with possibilities in combinatorial problems?.- 8. A Kindergarten student's uses and understandings of tables while working with function problems.- 9. Performance and strategies used by Elementary School 5th graders when solving problems involving functional reasoning.- 10. Contributions of digital technologies to the development of algebra-ic thinking at school.- 11. How teachers deal with students' mathematical reasoning when promoting whole-class discussion during the teaching of algebra.- 12. The posing of mathematical problems by university students of mathematics.- 13. What do low-educated adults and children think about the uses of mathematics?.

Alina Galvão Spinillo is a Full Professor in the Post-Graduate Program in Cognitive Psychology at the Federal University of Pernambuco, Brazil. She is also one of the leaders of the Group for Research in Psychology of Mathematics Education at the same university. She served as Coordinator of the Working Group Sociocognitive and Language Development of the National Association for Research and Post-Graduate Programs in Psychology (ANPEPP), Brazil. She is a level 1 researcher with the National Council for Scientific and Technological Development (CNPq). She holds a bachelor's degree in Psychology and a master's degree in Cognitive Psychology both from the Federal University of Pernambuco. She holds a Ph.D. in Developmental Psychology from the University of Oxford (England), and completed a post-doctorate at the University of Sussex (England). Her investigations deal with the following topics: psychology of mathematics education with emphasis on the development of complex mathematical concepts (such as proportion, chance, fractions, combinatorial reasoning), number sense in children, children's knowledge about texts of different genres, development of textual awareness, textual production and comprehension of narrative, expository and argumentative texts in children. Some of her research studies examine the relations between learning and cognitive development, extracting educational implications for the elementary school years.

Sintria Labres Lautert is an Associate Professor in the Department of Psychology and in the Post-Graduate Program in Cognitive Psychology at the Federal University of Pernambuco, Brazil. Coordinator of the Working Group in Psychology of Mathematics Education of the National Association for Research and Post-Graduate Programs in Psychology (ANPEPP, 2010-2020), Brazil and one of the leaders of the Group for Research in Psychology of Mathematical Education (NUPPEM), Brazil. She received a master's degree and a Ph.D. in