Proposes a metatheory of problem solving. Describes differences among problems in terms of their structured ness, domain specificity (abstractness), and complexity; describes individual differences that affect problem solving; and presents a typology of problems, each of which engages different cognitive, affective, and conative process and…

It has become increasingly common for theories to rely on a constraint that 1 object cannot be in more than 1 place at the same time. Analysis suggests that a 1 object--1 place--1 time constraint as literally stated is false, that a modified constraint is biased toward the visual modality, that it may not be a correct description of the physical…

The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37…

This article is reprinted from Mathematics Teacher, in honor of the 100th anniversary. It discusses the role of emotions in mathematics teaching and learning. (Contains 3 endnotes.)

The authors use proven cognitive and learning principles and recent developments in the field of educational psychology to teach the concept of the sampling distribution of the mean, which is arguably one of the most central concepts in inferential statistics. The proposed pedagogical approach relies on cognitive load, contiguity, and experiential…

Meanings of "surprise" are wide and include uplifting and engaging facets like wonder and amazement on the one hand as well as ones that may be of the opposite nature like interruption and disrupt on the other. Pedagogically, educators who use surprise in class activities are focusing on students being "taken aback" by a situation, hopefully…

A typical form of thinking to approach problem solutions humanly is thinking in analogous structures. Therefore school, especially mathematical lessons should help to form and to develop corresponding heuristic abilities of the pupils. In the contribution, a summary of possibilities of mathematics lessons regarding this shall particularly be…

Animated models explicate the procedure to solve a problem, as well as the rationale behind this procedure. For abstract cognitive processes, animations might be beneficial, especially when a supportive pedagogical agent provides explanations. This article argues that animated models can be an effective instructional method, provided that they are…

The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain-general in that they can be applied in a variety of domains,…

Teachers intuitively recognize the importance of metacognition but may not be aware of its many dimensions. Mr. Martinez explores the varieties of metacognitive skills and then offers suggestions for cultivating them in learners of all ages. (Contains 4 endnotes.)

This study suggests a fifth Piagetian stage and offers empirical evidence in its support. Piaget's traditional fourth stage (formal operations) is operationally defined as the problem-solving stage and the suggested fifth stage as the problem-finding stage. The commonly accepted criteria for a stage model are applied. (JMB)

The complex problems associated with social change make great demands on individuals in modern society. (Editor)

The main purpose of the present research was to examine the strategies employed by undergraduate students in the solving of three-term series problems. (Editor)

As an aid to contemporary research, this paper examines historical ideas about young children's use of strategies for memorization and the transfer of such strategies to different contexts. Discussion focuses on (1) current approaches to inducing transfer of strategies; (2) Thorndike and Woodworth's concept of identical elements; (3) Gestalt…

The thinking processes of students of Logo were examined to identify programming problems and possible instructional remedies. Subjects were 11 students between the ages of 8 and 12 who had completed 5 weeks of Logo instruction. These students were given a series of five short programming problems highlighting such areas of difficulty as judging…