Two concerns labeled as fundamental to the field of curriculum are identified: (1) the identification of educational content, and (2) the development of ways to make it available to young people. These factors are reviewed from the perspective of their influence on the mathematics curriculum, with note that the critical integral relationship…

A discussion is presented concerning variables associated with children's representation of certain addition and subtraction problems. Problem components are classified as physical, pictorial, sensual, verbal-spoken, verbal-written, symbolic, or internal. Problems are discussed as abstract (symbolic) or nonsymbolic. Three problem components are…

This paper comments on EC 603 157, which discusses cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities. The commentary analyzes the separability of cognition and metacognition and raises questions about the identifiable components that contribute to the effectiveness…