Consider that colorful photographs, eye-catching illustrations, and captivating images intended to make textbooks more appealing may actually distract students from the lesson at hand. Or that asking students to simply solve math problems might not be as effective as having them explain the steps of solutions that are already worked out--even some…

The purpose of this paper is to demonstrate methods for developing cognitive processes in adult students. It discusses concept formation and concept attainment, problem solving (which involves concept formation and concept attainment), Bruner's three stages of learning (enactive, iconic, and symbolic modes), and visual thinking. A curriculum for…

Author presented a selection of examples of the role of connective analogies in invention/discovery. (Author/RK)

This book is written to help teachers develop plans and ideas for implementing innovative approaches to assessment in their mathematics classes. Chapter titles are: (1) "Purposes and Goals of Assessment," (2) "Assessment and Mathematics Teaching," (3) "Procedural and Conceptual Knowledge," (4) "Problem Solving…

One of the more interesting areas of problem solving in chemistry attempts to answer the question, "What do students understand about the molecular level of chemistry?" This question is also implicit in the more traditional area of mathematical problem solving but in this paper, more focus is placed on devising ways to help students develop a…

Too many approaches to mathematics instruction at the elementary level focus only on the production of correct answers rather than on the development of mathematical thinking skills. Author urges encouragement of children's own thought processes. (Author/PGD)

An example is discussed in which a drill exercise, initially involving whole number addition, can be used to develop concepts in equations of many variables. (MP)

In order to help students more effectively, it is necessary to know how students use and perceive mathematics in out-of-school settings. Discusses some mathematical concepts and processes--such as the concept of function and the process of estimating--which provide evidence of students' mathematical ideas. (ASK)

This article identifies some behaviorial approaches for teaching economics at the pre-college level, including contiguity, classical conditioning, operant conditioning, and social learning. The cognitive school of thought is also considered. Implications of research on problem-solving are drawn. (CB)

Suggests a set of activities that foster physical and intellectual growth through thought-provoking situations which require no special equipment and can take place indoors or out. (MP)

Considers what college students think reasoning about physics involves. Discusses whether it is possible to identify students' general conceptions of physics and the effects of a course on students' concepts. Data indicated that students' understandings had an effect on problem solving, qualitative problems, and misconceptions. (YP)

Concept learning and synectic strategies must be incorporated into the language arts curriculum to ensure concept development. (JH)

Examples from almanacs are used to provide real-life problems that involve estimating, computing, and thinking. (MP)

To overcome learner dependence when modeling cognitive processes, one teacher used direct teaching of specific thinking skills with her middle school language arts students. The teacher introduced the skill of analyzing for personification to her students. The class experimented with the skill, completed the task, and applied the skill to…

Investigated the extent to which 28 academically able students used energy conservation ideas in solving written and practical problems. Interviews show problems they had in understanding and using the concepts of work and energy and that the idea of energy conservation was rarely used spontaneously in relevant situations. (JN)