Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and…

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the…

Reports research designed to explore the possibility that conceptually different forms of common-fraction understanding can be identified. Such forms may be associated with differences in fraction problem solving-performance. Contains 50 references. (DDR)

Explores the development of understanding of the concept of average with students from grades 3 to 9 through interviews. Observed six levels of response based on an hierarchical model of cognitive functioning. Documents usage of ideas associated with the three standard measures of central tendency and representation as strategies for problem…

Teachers need to assist students in understanding what they read in science textbooks. Presents effective reading as a basis for good problem solving skills. (DDR)

The relation of knowledge for solving problems to understanding of general principles in a subject-matter domain is discussed. Theoretical representations, called "conceptual competence," are presented to represent principles that are believed to be understood implicitly by individuals. Implications for problem-solving procedures can be…

Presents a revised working definition of schema, lists four types of knowledge that individuals have (i.e., identification, elaboration, planning, and execution), and outlines issues in schema theory. The usefulness of schema in problem solving and information problem solving is discussed, and implications for teachers of information literacy are…

Presents evidence indicating that spontaneously generated analogies can play a significant role in expert problem solving. Focuses on an evaluation strategy known as bridging that has been observed in solutions to both science and mathematics problems. Contains 23 references. (DDR)

An appreciation of the relationship between novice and expert knowledge frameworks may help develop an understanding of the process of transition from one to the other. Recommends the use of concept mapping. (DDR)

An alternative is suggested to conventional and propositional ways of thinking about curriculum matters. Curriculum theory is conventionally presented as statements of propositional knowledge even though the significance of tacit, non-propositional knowledge has been recognized in philosophy. It is suggested that attention be paid to how teachers…

Describes a study that investigated probabilistic intuitions held by students (N=98) from grade 7 through college through the use of a questionnaire. Of the misconceptions that were investigated, availability was the only one that was stable across age groups. Contains 20 references. (DDR)

There has long been dispute in mathematics between the drill and practice orientation that focuses primarily on memorizing mathematics as meaningless rote algorithms and the approach based on understanding and making creative use of mathematics. This 25-chapter book, based on a 7-year study at the University of Illinois, seeks to explain and…

Principles for ensuring effective use of semantic webbing in meeting study skill needs of students with learning problems are noted. Important study skills are listed, along with suggested semantic web topics for which subordinate ideas may be developed. Two semantic webs are presented, illustrating the study skills of multiple choice test-taking…

This paper presents a theoretical framework for investigating the role of algorithms in mathematical thinking using a combined ontological-psychological outlook. The intent is to demonstrate that the processes of learning and of problem solving incorporate an elaborate interplay between operational and structural conceptualizations of the same…

Presents two cognitive models that illustrate the commonalities between reading for meaning and solving mathematical problems with meaning. Discusses the importance of number sense in the prior knowledge component of the solving with meaning model and the implications of the models in teaching mathematics. (MDH)