This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with…

Self-regulated learning is an elaborate metacognitive process consisting of an individual's awareness of the thought process, flexibility in one's approach to problem solving, and motivation to persist through obstacles until a goal has been met. Strategies and instructional practices used to develop mathematically proficient thinkers also develop…

The study utilized a multi-method approach to explore the connection between critical thinking and epistemological beliefs in a specific problem-solving situation. Data drawn from a sample of ten third-year bioscience students were collected using a combination of a cognitive lab and a performance task from the Collegiate Learning Assessment…

This study is an evidence-based mathematical intervention in word problem solving for elementary students. One of the purposes of teaching mathematics is to help students apply mathematics to real life situations. As we know, teaching word problem solving is a very suitable format for this purpose. Schema-based instruction (SBI) is one of the most…

Two experiments examined conditional discrimination in 4- to 6-year-olds. Children learned to choose one of two objects (e.g., circle) when the background was, say, red and to choose the other object (e.g., triangle) when the background was, say, blue. Awareness was assessed and interpreted as a marker of relational processing. In Experiment 1,…

We compared the performance of 3- and 5-year-old children with that of chimpanzees in two tasks requiring collaboration via complementary roles. In both tasks, children and chimpanzees were able to coordinate two complementary roles with peers and solve the problem cooperatively. This is the first experimental demonstration of the coordination of…

In this study, we seek to understand the beliefs that chemistry faculty hold when grading student solutions in problem solving situations. We are particularly interested in examining whether a conflict exists between the chemistry faculty beliefs and the score they assign to students' solutions. The three categorical values identified in a similar…

The present study investigates the statistical consequences of attribute misspecification in the rule space method for cognitively diagnostic measurement. The two types of attribute misspecifications examined in the present study are exclusion of an essential attribute (which affects problem-solving performance) and inclusion of a superfluous…

From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and…

The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multi-component fraction…

Open-ended questions, as discussed in this article, are questions that can be solved or explained in a variety of ways, that focus on conceptual aspects of mathematics, and that have the potential to expose students' understanding and misconceptions. When working with teachers who are using open-ended questions with their students for the…

Research shows that the greatest gains in student learning in mathematics classrooms occur in classrooms in which there is sustained use of high cognitive demanding tasks throughout instruction (Boston and Smith 2009). High cognitive demanding tasks, which this article will refer to as rich tasks, are mathematics problems that are complex, less…

Science is a complex process, and we must not teach our students overly simplified versions of "the" scientific method. We propose that students can uncover the complex realities of scientific thinking by exploring the similarities and differences between solving the familiar crossword puzzles and scientific "puzzles."…

CLIL (Content and Language Integrated Learning) is a teaching method in which learners develop linguistic competence and problem-solving abilities by learning content subjects in another language. However, learners' cognitive gains may depend on their affectivity. Negative affect hampers complex cognitive processing essential for problem-solving,…

To meet the immense challenges society faces in areas such as energy, health, and environmental protection, science teachers and teacher educators need to invest in the creation of classroom cultures that turn the intellectual heavy lifting over to the students while developing students' identities as competent learners. The vision is that…