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ERIC Number: EJ1149159
Record Type: Journal
Publication Date: 2017-Aug
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
Applying Cognitive Psychology Based Instructional Design Principles in Mathematics Teaching and Learning: Introduction
Verschaffel, Lieven; Van Dooren, W.; Star, J.
ZDM: The International Journal on Mathematics Education, v49 n4 p491-496 Aug 2017
This special issue comprises contributions that address the breadth of current lines of recent research from cognitive psychology that appear promising for positively impacting students' learning of mathematics. More specifically, we included contributions (a) that refer to cognitive psychology based principles and techniques, such as explanatory questioning, worked examples, metacognitive training, exemplification, refutational texts, multiple external representations, which are considered as well-established principles or techniques for instructional design in general, and (b) that explore, illustrate and critically discuss the available research evidence for their relevance and efficacy in the specific curricular domain of mathematics teaching and learning. The special issue ends with an interview with Paul Kirchner about the relationships between cognitive psychology, instructional design and mathematics education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A