Considers the circumstances surrounding instances where help is sought and/or provided in a collaborative problem-solving situation. Analyzed videotaped observations of nine groups of three grade 5-6 students working over three 45-minute periods on an open-ended task. Defines hierarchical levels for questions, answers, and outcomes. Indicates some…

A long-term study was conducted to test the effectiveness of visual thinking networking (VTN), a new generation of knowledge representation strategies with 56 ninth grade earth science students. The recent findings about the brain's organization and processing conceptually ground VTN as a new cognitive tool used by learners when making their…

One hundred and seven 5th-8th graders were tested on spatial rotation multiple-choice items to determine age and gender differences in spatial ability. Thirty-one of them were subsequently interviewed. They were asked to explain their reasoning when solving 4 of the tested items and a problem-solving task. Features of visual and non-visual…

Investigated gender differences in problem-solving and computational strategies used by 44 boys and 38 girls as they progressed from grades 1 to 3. Found no gender differences in solving number fact, addition/subtraction, or nonroutine problems but strong gender differences in strategies used to solve problems. Discusses the use of invented…

Explores teaching methods to improve students' understanding of quantitative chemistry and their ability to solve related problems using the Multidimensional Analysis System (MAS). Investigates the relationships between MAS-classified chemistry problems and student achievement in solving these problems. Shows that improvement in student…

Two experiments involving 44 Hong Kong undergraduates revealed that solving novel conceptual combination problems could enhance performance in a subsequent test of creativity. The evidence also showed that the beneficial effects of solving novel conceptual combination problems were mediated in part by the use of novel conceptual combination…

Explores possible reasons for the gender differences in mathematics problem-solving strategies found in primary-grade students in the study by E. Fennema and others and considers implications of the findings for mathematics instruction. (SLD)

Considers implications of the findings of the study by E. Fennema and others that boys in the primary grades use different mathematics problem-solving strategies than girls and suggests that equitable mathematics instruction may require specific attention to gender differences and underachieving groups. (SLD)

Analyzed 1.5- and 2.5-year-olds' problem solving and learning. Found that changes in toddlers' strategies could be assessed reliably on a trial-by-trial basis, that changes followed the basic form predicted by the overlapping waves model, and that analyses could reveal information about the qualitative and quantitative aspects of their learning.…

This book provides teachers with effective strategies to help encourage all students but particularly young women who are apprehensive about science. Sections include: (1) Identifying and Overcoming Barriers to Success; (2) Specific Tactics for Classroom Success; and (3) Classroom Activities. This monograph features creative activities in life…

Studies questions elementary and secondary students ask in mathematics and language arts classes and determines the extent to which subject matter and gender are associated with question type and frequency. Findings indicate that students ask more questions during mathematics than language arts instruction. (RJC)

Compared pairs of five- to seven-year-old children working collectively on spatial perceptive problems to control subjects working individually on the same problems. Although children working in dyads did not do significantly better than children working alone, there were several critical features in the frequency and quality of social interaction…

Discusses the importance of modeling, hints, and other information contexts for providing a link to establishing new problem-solving strategies for toddlers and older children. Discusses the use of the microgenetic approach for yielding valuable information about strategic development despite the lack of availability of verbal reports. Suggests…

Since 1997 the Ministry of Education in Mexico has been sponsoring a national project in which technology (computers and TI-92 calculators) is used to support the teaching of mathematics at secondary school level (children aged 12 to 15 years old). One of our concerns during this project was to investigate if its implementation affects some of the…

Suggests that an explanation for the differences in mathematics problem-solving strategies found in the study by E. Fennema and others may be simply that the girls in the study population are less interested in mathematics than the boys and explores some implications of this explanation. (SLD)