Mathematical thinking as a style of thinking that is a function of particular operations, processes, and dynamics is explored. A descriptive model of mathematical thinking is presented and used to provide answers to whether mathematical thinking can be taught and how. (MNS)

At mid-twentieth century, the dominant framework for lesson design--the programmed instruction format--was derived from efforts to apply operant conditioning to human learning. Cognitive psychology soon offered an alternative view, represented by Robert Gagne's Events of Instruction, which became the dominant framework through the end of the…

This paper describe the intertwined nature of metacognition and conceptual change and proposes a taxonomy that classifies the types of metacognitive knowledge and activities that are likely to influence the change in students' conceptions. The initial conceptual change model is introduced to provide background and context for the theoretical…

Role playing stimulates thinking. It helps students seek more than one solution to a problem, and it promotes consideration of long-range effects of choices. (Author)

A look at an experiment using prose in which questions are categorized as 1) active; or 2) passive. (HB)

Presents method to individualize instruction using the latest in modern technology through the use of multi-unit learning modules. (Author/MM)

Does cognitive style differentially influence performance under either an expository or discovery method of instruction? The authors found that neither cognitive style or methods of instruction had an overall effect on the acquisition of knowledge. (Editor)

The relationships between cognitive style, teacher-structured presentation and independent problem solving teaching methods, and factual-content and concept-generalization achievement are investigated. (DG)

Cognitive and instructional strategies were taught concurrently with a reading program emphasizing auditory skills for 34 mildly retarded elementary students. Participation resulted in no greater improvements in achievement scores for the Ss than for a control group which received no strategy training. (Author/CL)

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

Examines changes in the capacity of older learners to receive and process information and to respond appropriately and efficiently. Considers noncognitive factors influencing classroom performance and suggests ways to improve efficiency of classroom materials for older learners. (JOW)

Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)