Descriptor
| Arithmetic | 1 |
| Cognitive Processes | 1 |
| Curriculum Development | 1 |
| Educational Change | 1 |
| Elementary Education | 1 |
| Error Patterns | 1 |
| Instruction | 1 |
| Learning | 1 |
| Mathematical Concepts | 1 |
| Mathematics Education | 1 |
| Theories | 1 |
| More ▼ | |
Source
| American Psychologist | 1 |
Author
| Nesher, Pearla | 1 |
Publication Type
| Information Analyses | 1 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedNesher, Pearla – American Psychologist, 1986
In the study of mathematics instruction the focus has changed from the outcomes of learning to the cognitive processes involved in mathematics learning. This new emphasis presents a serious challenge for curriculum design, but it may also lead to more success for students in learning mathematics. (Author/VM)
Descriptors: Arithmetic, Cognitive Processes, Curriculum Development, Educational Change
