Discusses the spatial aspects of Greeno's model of conceptual domains and applies the theory to geometry learning. Examines the relationship between mathematical and spatial thinking in light of Greeno's environmental/spatial view of learning. (Contains 16 references.) (MDH)

This study developed performance assessments from hands-on instructional activities and examined their reliability and validity for obtaining individual achievement data. Ethnic group comparisons indicated that Anglos scored higher, on average, than Latinos on all achievement measures. The magnitude of differences varied by curricular experiences…

Data from students in grades 8-10 in suburban schools were presented to show that errors in formulating algebraic equations are not primarily the result of syntactic translation, as has been assumed in the literature. A theory of cognitive models is offered as an explanation for the errors. (Contains 37 references.) (MLN)

Used open-response written instruments (n=33) and interviews (n=8) to investigate understanding of connectedness within and between procedural and conceptual knowledge in division and knowledge of units. Found knowledge of symbols and algorithms was good but conceptual knowledge was weak. Concerns about individual differences emerged. (GW)

Investigated strategies that 7- to 12-year-old children (n=96) spontaneously applied in solving novel combinatorial problems. With experience in solving two-dimensional problems, children were able to refine their strategies and adapt them to three dimensions. Results on some problems indicated significant effects of age. (Contains 32 references.)…

Discusses these questions related to mathematics education research: (1) What is the object of study in mathematics education? (2) What are the aims of research? (3) What are the research questions or problematiques? (4) What are the results? and (5) What criteria should be used to evaluate the results? (MDH)

Reports on a study of 18 social studies teachers' concepts of justice. Finds that three dominant themes emerged: (1) justice as right and wrong; (2) justice as fairness; and (3) justice as an ideal or standard. Concludes that responses suggest that social studies teachers' education in political theory may be insufficient. (CFR)

Maintains that, to write meaningful history, historians work implicitly with criteria of historical significance. Reports on a study of 14 10th-grade students' opinions about the significance of historical events. Concludes that attention to students' understanding of historical significance would enhance the teaching and learning. (CFR)

Maintains that the field of social studies defines its central purpose through endorsements of citizenship education. Reports on three case studies of elementary teachers using Catherine Cornbleth's three types of citizenship education: the illusory, the technical, and the constructive. (CFR)

Examines the divide between high school students' perceptions of historical inquiry and those articulated in current proposals for curricular and instructional reform. Concludes that successful reform requires instruction that shifts the locus of authority from the teacher and text to a shared process of critical inquiry. (CFR)

Reports on a study of 11 preservice teachers' beliefs and practices about secondary social studies education. Finds that the preservice teachers held positive conceptions about social studies, stressing active learning techniques and knowledge construction. (ACM)

Examines research literature and schematic models associated with the expert-novice model in cognitive psychology. Describes a model for rendering expertise in problem solving within economics. Reports that a preliminary study indicates that this model effectively rendered both expert and novice problem solving in economics. (CFR)

Interrelationships among 3 measures of parent involvement, 1 of staff valuing parent-staff communication, and 1 of program quality being provided the to children were examined in the infant/toddler and preschool classes of 16 proprietary day-care centers. Results suggested that directors who promote formal parent involvement are likely to run…

A study of kindergarten children used three language-eliciting situations to obtain stories. The stories were compared for fluency, vocabulary, descriptive nature, and story structure. Results indicated that stories elicited without the use of a prop were more fluent and reflected a more sophisticated story structure than those elicited by a…