This study examined how word-problem characteristics influenced students' learning and retention of word-problem knowledge during and after an intervention. The participants were 221 fourth-grade students (average age at pretest = 8.8 years) who experienced word-problem difficulties (WPD) and had received a word-problem intervention in third…

Analogy is a powerful learning mechanism for children to learn novel, abstract concepts from only limited input, yet also requires cognitive supports. My dissertation sought to propose and examine number lines as a mathematical schema of the number system to facilitate both the development of rational number understanding and analogical reasoning.…

This work is an exploration of upper elementary students' sense making around four conventional representations of function: equations with algebraic notation, Cartesian graphs, function tables, and natural language. The cornerstone to the empirical work is a task called the Function Puzzle, where students are given 16 cards representing four…

This paper considers the responses of 115 school students to two problems based on information provided in two-way tables. In each case the question asks if one of the variables involved depends on the other. Contextual knowledge might suggest a dependent relationship in both but in one problem the data show independence while in the other the…

In this action research, first-graders were challenged to cope with a sequence of modelling tasks involving an analysis of given situations and choices of mathematical tools. In the course of the sequence, they underwent a change in the nature of their problem-solving processes and developed modelling competencies. Moreover, during the task…

Article addressed itself to the question of relationships between the cognitive styles of subjects and their use of certain solution strategies on a concept attainment task in mathematics. (Author/RK)

Article considered whether pupils' creative thinking and problem solving abilities can be improved through direct educational efforts. (Author/RK)

It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

A significant positive correlation between multiple classification was found, in testing 65 children aged 6 to 8 years, at the stage of concrete operations. This is interpreted as support for the existence of a structure d'ensemble of operational schemes in the period of concrete operations. (Authors)

In this study retrospective verbal reports were collected in order to study cognitive processes activated when solving simple additions. The research was devoted to a revision and validation of the earlier presented process model (Svenson 1975) by using retrospective verbal reports as a complement to the response latencies analyzed earlier.…

It was shown that hierarchies change with development and that relative salience of a dimension is negatively associated with both reaction time of choice and number of errors on the identity task. (Authors)

Article considered different ways in which subjects at different age levels solved a musical task involving melodic permutation. The differences in responses to the musical task between age groups were judged to be compatible with Piaget's theory of cognitive development. (Author/RK)

Results showed that both groups of children used a sequential rather than a logical order as a guide in answering questions, and that there was no indication that sighted children used a strategy of spatial coding. (Authors)

This study is based on data from a state-wide assessment that included both multiple-choice and constructed-response items. The intent of the study was to see whether item types make a difference in gender results. The items on both tests were categorized according to whether they assessed procedural knowledge, concepts, problem solving, or…

In the 1992 mathematics assessment of the National Assessment of Educational Progress (NAEP), approximately one-third of the questions and about half of the student response time were devoted to questions asking students to construct their own responses. Regular constructed response items required a short answer with a problem solution, while…