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Educational Studies in… | 8 |

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Peer reviewed

Streefland, Leen – Educational Studies in Mathematics, 1984

Ideas on a teaching-learning theory of ratio are presented. Views of children and of members of an international panel are presented, and five questions and their responses are compared with real classroom experience. (MNS)

Descriptors: Cognitive Processes, Educational Research, Elementary Education, Elementary School Mathematics

Peer reviewed

Lemerise, Tamara; And Others – Educational Studies in Mathematics, 1992

Learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10- to 12-year range. Ten participants were placed in a series of situations that required them to manipulate programing procedures in LOGO. Analysis of children's behavior revealed their competence in manipulating…

Descriptors: Classroom Environment, Cognitive Processes, Cognitive Style, Computer Assisted Instruction

Peer reviewed

Streefland, Leen – Educational Studies in Mathematics, 1985

Features and tools to outline and shape the long-term learning process for ratio are presented, with examples. Ratio-anticipating activity and creating visual models and schemes are stressed, with the basis for a theory of teaching and learning ratio presented. (MNS)

Descriptors: Cognitive Processes, Elementary School Mathematics, Elementary Secondary Education, Learning Theories

Peer reviewed

Schneider, Maggy – Educational Studies in Mathematics, 1992

Divided into two parts, this article analyzes why some pupils feel reserve about instantaneous velocities and instantaneous flows. The second part relates reactions of pupils facing a problem that implicates the instantaneous rate of change. Describes some characteristics of this problem that enables the authors to explain its instructional…

Descriptors: Calculus, Cognitive Processes, Concept Formation, Foreign Countries

Peer reviewed

Nesher, Pearla; Peled, Irit – Educational Studies in Mathematics, 1986

The process of transition from a novice's state to that of an expert, in the domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent yet erroneous. Data from students in grades 6-9 are included. (MNS)

Descriptors: Cognitive Processes, Decimal Fractions, Educational Research, Elementary School Mathematics

Peer reviewed

Denvir, B.; Brown, M. – Educational Studies in Mathematics, 1986

Three studies on the development of number concepts (counting, addition, subtraction, and place value) in seven- to nine-year-olds considered low attainers in mathematics were conducted. The search for a descriptive framework, the development of a diagnostic assessment instrument, and a longitudinal study are reported. (MNS)

Descriptors: Addition, Cognitive Processes, Diagnostic Teaching, Educational Research

Peer reviewed

Fidelman, Uri – Educational Studies in Mathematics, 1985

Varying approaches to mathematics were raised in a Philosophy of Mathematics course. Students were asked which foundational schools they preferred and these preferences were compared with scores on hemispheric tests. The results indicate that preferences may be related to the brain's hemispheres. (MNS)

Descriptors: Cognitive Processes, College Mathematics, Educational Philosophy, Educational Research

Peer reviewed

Hunting, Robert P. – Educational Studies in Mathematics, 1986

The behavior of one child as she constructed knowledge about fractions over a nine-month period is presented. The intent is to explain behavioral patterns for which certain mental processes, called schemes, seem responsible. (MNS)

Descriptors: Case Studies, Cognitive Processes, Educational Research, Elementary Education