Argues that meaningful learning in mathematics occurs when children link their understanding with the symbols and procedures they are taught. Identifies three areas in which such connections are made: centering on symbols in the problem, procedures used to solve the problem, and final response to the problem. (RH)

A metacognitive approach which stresses knowledge about cognitive phenomena for teaching gifted children is proposed. The author suggests that teachers-in-training must first be exposed to metacognitive experiences in a program stressing awareness and control of learning processes. (CL)

The teaching of history in school can be justified only if what is taught offers its recipients an introduction to historical thinking. This article attempts to identify briefly some of the more important elements in historical thinking, and to consider their implications for school teaching. (Editor/RK)

How do you know when students understand something? How can you design learning experiences that make it much more likely that students understand content and apply it in meaningful ways? Since 1998, thousands of educators have used "Understanding by Design" to answer these questions and create more rigorous and engaging curricula. Now, this…

This paper discusses brain-based teaching and examines its relevance as a teaching method and knowledge base. Brain-based teaching is very popular among early childhood educators. Positive attributes of brain-based education include student engagement and active involvement in their own learning, teachers teaching for meaning and understanding,…

This Digest provides educators with an overview of some important facets of cognitive science research and suggests implications for classroom assessment. Education researchers study the thinking of experts in various subject areas to understand the concepts and procedures that are the most important to teach and to help determine how to move…

Author presents a simplified teacher question classification model as a first step in training teachers to question their students more effectively. (GB)

Author suggests specific ways to re-awaken high school students' curiosity and teach them how to ask questions which will increase their intellectual powers and broaden their awareness of the world about them and the significance of their studies. (PD)

Article suggests ways by which teachers can systematically improve classroom questioning skills. (Author/MM)

Defines "critical thinking" and discusses specific instances in two novels which might be analyzed by students to detect fallacious reasoning by characters in literary works. (RD)

The author's findings about the effects of learning disabilities on adolescents are detailed according to four major areas (sample subtopics in parentheses): academic achievement and ability (low achievement and underachievement); cognitive processing (relationship between motivation and strategy use); setting demands (independent functioning);…