Presents activities and ways of addressing the preferred learning styles of students in mathematics classrooms. (ASK)

Studied the dynamic interaction, over time, between volitional strategy use and perceptions of endogenous instrumentality, two constructs associated with choice and executive motivation. Results for 103 undergraduates given measures of both constructs show the relationship between volitional strategy use and perception of endogenous…

Nigerian second graders (n=58) were given instruction on using counting and thinking strategies. Compared to 54 controls, they performed better on recall and retention of number facts. (SK)

Offers a progressive series of eight lessons designed to guide students in generating questions, creating investigations, and finding answers. (AIM)

Addresses the problem of poor study habits in calculus students and presents techniques to teach students how to study consistently and effectively. Concludes that many students greatly appreciate the added structure, work harder than in previous courses, and witness newfound success as a consequence. (Author/ASK)

Describes a way to teach summarization that can be applied to all content areas, and explains the factors that make it effective. Includes written guidelines to follow as the class learns how to write summaries. Notes that a formal test of these classroom procedures showed that repeated references and generalization were both effective in…

This exploratory study investigated whether the process of constructing an expert system model promotes the formation of expert-like mental models. Discusses expert systems as mindtools, expert systems as learning tools, the assessment of mental models, results of pretests and posttests, and future research. (Contains 56 references.) (Author/LRW)

Examines mnemonic transfer in the form of knowledge generalization in the context of an artwork-learning task. Results reveal that mnemonic instruction produced memory benefits on a direct test, and that on a transfer task, mnemonic students who were directed to focus on the general style of the artist outperformed students who focused on details…

Describes how storytelling can be used for reflective learning purposes. Explores the context in which storytelling occurs and identifies the characteristics that shape the process: setting, number of listeners, and type of story. Demonstrates how storytellers can mix these characteristics, which are translated into eight storytelling pathways,…

Describes group design techniques used within the engineering design graphics sequence at Western Washington University. Engineering and design philosophies such as concurrent engineering place an emphasis on group collaboration for the solving of design problems. (Author/DDR)

Discusses how students need independent word-learning strategies that they can transfer across a wide variety of school and personal texts. Suggests that what appears to work best in word learning is direct instruction in new vocabulary, typically offered prior to reading, through a combination of activities that engage students in discussion and…

Suggests the use of an extended K-W-L (What I Know, What I Want to Know, What I Learned) to deal with problems with student information accuracy. Concludes that the extension of the K-W-L strategy provided opportunities for the public school students to research, check resources, and evaluate the reliability and validity of information before…

Comments on four articles in a special issue of the Journal of the Learning Sciences on methodology in learning sciences. Analyzes the articles within a general model seeking to analyze human activity across multiple time scales. (Author/MM)

Presents ideas about notetaking that will help language learners see how implementing this important strategy can improve their learning. (Author/VWL)

Offers practical suggestions to help children learn their multiplication tables. (Author/CCM)