Argues that, though considerable difference of view is evident between Montessori and Piaget about the importance of certain concepts and level of cognitive development necessary for genuine understanding, the ideas and methods first presented by Montessori 80 years ago stand up well when evaluated through the lens of current research. (PK)

Effect of science instruction on young children's (N=64) concept of Piagetian physical causality was investigated. Results indicate, that pre/concrete-operational children can learn and apply a definition of living when that definition is taught through observable characteristics. Additional results and implications for elementary science…

Four studies examined preschoolers' use of the cue of action initiation to infer another's desired goal. Found that differences in action initiation play an increasingly important role in 3-year-olds' mentalistic explanations of action, and that this development may be related to other critical changes occurring in their developing theory of mind.…

Researchers from four projects with a problem-solving approach to teaching and learning multidigit number concepts and operations describe a common framework of conceptual structures children construct for multidigit numbers, and categories of methods children devise for multidigit addition and subtraction. Conceptions include unitary, decade and…

Discussed are some situations students face that result in cognitive conflict, possible sources of these conflicts, and strategies which students use to resolve, remove, or circumvent them. A global account for observed systematic errors is offered based on a general problem-solving rule called the "Matching Rule." (KR)

Discussed is the effectiveness of using analogies in chemistry instruction. Students' mathematics anxiety, spatial visualization skill, and proportional reasoning ability were found to be important aptitudes for determining chemistry achievement. The relationship between analogs and algorithms is described. (KR)

Examined are some of the distinctive features of the biological sciences. Discussed are the use of models with case studies, universal principles, and alternative frameworks. (CW)

Through seriation, verbal seriation, and conservation tasks, investigated blind, partially sighted, and sighted children's understanding of quantity. Subjects were 81 children equally dispersed through these 3 groups. Age range was 4 to 17 years. Found similarity in concept acquisition among three groups that extended beyond quantity conservation…

Discusses research findings related to students' ability to make connections between analytical (symbolic) and graphical representations of functions in calculus. Describes graphing tasks and typical student interpretations. Implications for teaching are suggested. (Contains 17 references.) (MKR)

A teaching experiment with six third graders to analyze their ways of operating while solving fraction tasks. Children's quantitative reasoning with fractions was based on their quantitative reasoning with natural numbers. Presents the constructive itinerary of one of the most advanced children in the group. (Contains 44 references.) (Author/MDH)

Five- to six-year-old children estimated the size of Euclidian objects using an addition rule of Height plus Width, rather than a multiplying rule. Within the framework of information integration theory, tested whether intensive handling of objects would facilitate shift from addition rule to multiplication rule. Found that following handling,…

In an attempt to bridge the perceived distinction between internalized conceptions of mathematics and their external representations, this discussion treats mathematics both as an individual, constructive activity and as a communal, social practice. It is argued that this approach might transcend the tripartite scheme of teacher, student, and…

Using case studies that are functionalist in orientation and computational in technique, the role of control knowledge in developing constructive thinking is illustrated. Further, the integration of related knowledge structures, emanating from diverse sensory modes and pertaining to both place value in addition and angle relationships in geometry,…

Describes the use of concept mapping (CM) in design, instruction, and assessment related to microbiology lessons prepared for high school students in Israel. Indicates that students utilizing CM displayed an overall, higher achievement gain than students in traditional classes. Recognizes that some teachers did not thoroughly exploit the potential…

Fifty-three elementary school children were tested on Incidental Science Knowledge, i.e., knowledge acquired by chance outside school, and the results obtained were correlated with intellectual development and cognitive style as measured by interviews and group testing, respectively. Indicates that cognitive style and misconception play a…