This paper uses data from two mathematics lessons to explore the nature of progressive discourse and examine critical features of teacher actions that contribute to mathematics classrooms functioning as communities of inquiry. Features found to promote progressive discourse include a focus on the conceptual elements of the curriculum and the use…

This paper presents preliminary hypotheses about a common core of faculty beliefs about how their students learn to solve problems in their introductory courses. Using a process of structured interviews and a concept map based analysis, we find that faculty appear to believe that students learn problem solving primarily through a process of…

The purpose of this study was to investigate the effects of the Casio 9850 and the TI-85 graphing calculators on college students' procedural skills and conceptual understanding in two different developmental mathematics courses. The courses used in this study were Elementary Algebra and Intermediate Algebra. Both the non-graphing calculator group…

This book addresses questions of multiple representations in human reasoning and learning. Computational approaches to learning with multiple representations are introduced, and the role of multiple representations in teaching is discussed. The following chapters are included in Part I: Multiple Representations in Learning Concepts form Physics…

This book attempts to review and extend current knowledge and perspectives on scientific problem solving by utilizing the framework of cognitive science. While the focus of the monograph is toward problem solving, its ultimate goal is the improvement of science teaching. Twelve chapters address problem solving in a variety of science content…

This article discusses four current explanations for man's failure to resolve conflicts. Information about and techniques for improving human judgment and opportunities for students to learn to use these are needed to improve efforts to solve social problems. (KM)

The author discusses a film which demonstrates the problem-solving approach to learning in practice; he takes the theory further, suggesting that the intellectual process underlying discovery learning--whether concerned with practical skills or literary criticism--is the capacity of adults to choose between alternatives. (Author/AJ)

Author developed a new procedure for his Instrumental Methods class in which students take an active role in their own education. (Author/RK)

Discusses the procedures of conducting skill sessions in the teaching of physics to undergraduates. Indicates that the interim method can help students in acquiring necessary skills to solve problems but needs further improvement to become more useful. (CC)

Presented is an example of how a child adopted an incorrect method for solution to arithmetic sentences. Methods for detecting and correcting this behavior are discussed. (JP)

Discusses models in inquiry and of instruction based on critical Fallibilistic philosophy, developed by Karl R. Popper, which holds that all knowledge grows by conjecture and refutation. Classroom applications of strategies which result from the model are presented. (JP)

Outlines a guided discovery activity for ascertaining the conditions which allow for the correct tracing of networks. (JP)