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Peer reviewed

Steinbring, Heinz – Educational Studies in Mathematics, 1991

An attempt is made to elaborate on the connections and differences between the objective and subjective elements of mathematical knowledge using case study analysis relative to how an epistemological perspective about probability and randomness impacts upon a short classroom teaching episode. (19 references) (Author/JJK)

Descriptors: Aptitude Treatment Interaction, Case Studies, Classroom Environment, Classroom Techniques

Peer reviewed

Movshovitz-Hadar, Nitsa; Hadass, Rina – Educational Studies in Mathematics, 1990

Reported is a naturalistic study of the role of mathematical paradoxes in the preservice education of high school mathematics teachers. Findings indicate that the model of resolving paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions, and constructive…

Descriptors: Cognitive Development, Cognitive Dissonance, Cognitive Structures, Higher Education

Peer reviewed

Sfard, Anna – Educational Studies in Mathematics, 1991

This paper presents a theoretical framework for investigating the role of algorithms in mathematical thinking using a combined ontological-psychological outlook. The intent is to demonstrate that the processes of learning and of problem solving incorporate an elaborate interplay between operational and structural conceptualizations of the same…

Descriptors: Algorithms, Cognitive Development, Cognitive Structures, Concept Formation

Peer reviewed

Liebeck, Pamela – Educational Studies in Mathematics, 1990

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)

Descriptors: Arithmetic, Cognitive Development, Cognitive Structures, Learning Strategies

Peer reviewed

Markovits, Henry – Educational Studies in Mathematics, 1986

College students were given two paper-and-pencil conditional reasoning tests, one week apart, in varying order. The three problems on each test were presented either verbally or with line drawings as concrete referents. Performance was significantly poorer on the problems with drawings. (MNS)

Descriptors: Audiovisual Aids, Cognitive Development, College Mathematics, Educational Research

Peer reviewed

Thornton, Carol A. – Educational Studies in Mathematics, 1990

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. Significant differences between groups were found favoring the strategy approach. (Author/CW)

Descriptors: Arithmetic, Cognitive Development, Cognitive Structures, Elementary Education