The purpose of this study was to examine the effects of a number line intervention with supported self-explanation on student understanding of fraction magnitude and quality of explanation. Participants were three U.S. middle school students with significant behavior problems. Participants were given eight lessons containing explicit instruction…

The Stitching Urban Vision (SUV)1 method is innovative, facilitating children to co-create a sense of empowerment. SUV© fosters an understanding of negotiation using a shared vision. SUV© sits apart from traditional negotiating methods that often result in delayed, unresolved, and fragmented ideas. Adults often resist reaching collective decisions…

We build on mathematicians' descriptions of their work and conceptualize mathematics as an aesthetic endeavor. Invoking the anthropological meaning of practice, we claim that mathematical aesthetic practices shape meanings of and appreciation (or distaste) for particular manifestations of mathematics. To see learners' spontaneous mathematical…

The aim of the present study was to examine how social evaluation influences creative idea generation, and whether this effect develops with age. To do so, early adolescents, middle adolescents, and late adolescents performed a creative task either alone or under the supervision of an adult examiner. Three major findings emerged: 1) the social…

Children's understanding of fractions, including their symbols, concepts, and arithmetic procedures, is an important facet of both developmental research on mathematics cognition and mathematics education. Research on infants', children's, and adults' fraction and ratio reasoning allows us to test a range of proposals about the development of…

Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in…

Elementary school children (ages 7-11) struggle to understand mathematical equivalence, a foundational prealgebraic concept. Some manipulations to the learning environment, including well-structured nontraditional arithmetic practice alone, have been shown to improve children's understanding; however, improvements have been modest. The goal of…

Abstract thinking is generally highly correlated with problem-solving ability which is predictive of better adaptive functioning. Measures of conceptual reasoning, an ecologically-valid laboratory measure of problem-solving, and a report measure of adaptive functioning in the natural environment, were administered to children and adults with and…

Can children genuinely create new knowledge, as opposed to merely carrying out activities that resemble those of mature scientists and innovators? The answer is yes, provided the comparison is not to works of genius but to standards that prevail in ordinary research communities. One important product of knowledge creation is concepts and tools…

Early childhood neglect can limit a child's normal cognitive development and result in behavior problems in the classroom. When normal attachment is disrupted, learning difficulties can result in problems with time awareness. It has also been shown that an awareness of time is a key concept for the formation of organizational and math skills. This…

To explore controversial findings concerning some of Piaget's claims, four experiments investigated conditions under which children use a criterion of movement in attributing life to objects. In the first experiment, children ages 4 through 7 participated in a recognition task involving the identification of objects to which they attributed life.…

Children between 7 and 11 years of age with moderate learning difficulties were tested for conservation. Nonconservers were divided into experimental and control groups. Experimental group children performed conservation tasks with conserving children in their class. Posttests indicated that the increase in performance in conservation tasks was…

In his conceptualization of the developmental course of interpersonal understanding, Selman (1980) specifies a set of issues which are central to the concept. For each issue, he assumes that development proceeds through an ordered sequence of ontogenetic levels and that developmental progress has a high degree of inter-issue consistency. In…

Article discussed the fact that children do not always learn what their teachers consider important, and also the problem that adults must understand somehow how children's minds work if they are to teach them successfully. (Author/RK)

Research has not clearly determined whether memory development in childhood and adulthood can be accounted for by the age variation of cognitive processes other than memory. To examine this issue, a study was conducted based on a model of structures and processes in complex information processing. Subjects (N=162) were presented with two lists of…