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Anselmo, Giancarlo A.; Yarbrough, Jamie L.; Kovaleski, Joseph F.; Tran, Vi N. – Psychology in the Schools, 2017
This study analyzed the relationship between benchmark scores from two curriculum-based measurement probes in mathematics (M-CBM) and student performance on a state-mandated high-stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterion-related and predictive…
Descriptors: Curriculum Based Assessment, Scores, High Stakes Tests, Screening Tests
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Orrill, Chandra Hawley; Burke, James P. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
In this study, we considered how four teachers reasoned about proportional situations involving geometry. We used pilot interviews conducted with in-service middle grades teachers around a set of proportional tasks. Analysis relied on a knowledge in pieces lens to uncover the resources that each teacher used in solving the tasks and which…
Descriptors: Mathematics Instruction, Mathematical Concepts, Geometry, Interviews
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García, Víctor N.; Sánchez, Ernesto – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
In the present study we analyze how students reason about or make inferences given a particular hypothesis testing problem (without having studied formal methods of statistical inference) when using Fathom. They use Fathom to create an empirical sampling distribution through computer simulation. It is found that most student´s reasoning rely on…
Descriptors: High School Students, Logical Thinking, Hypothesis Testing, Computer Simulation
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Jäder, Jonas; Sidenvall, Johan; Sumpter, Lovisa – International Journal of Science and Mathematics Education, 2017
Beliefs and problem solving are connected and have been studied in different contexts. One of the common results of previous research is that students tend to prefer algorithmic approaches to mathematical tasks. This study explores Swedish upper secondary school students' beliefs and reasoning when solving non-routine tasks. The results regarding…
Descriptors: Problem Solving, Logical Thinking, Beliefs, Secondary School Students
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Jablansky, Sophie; Alexander, Patricia A.; Dumas, Denis; Compton, Vicki – Journal of Educational Psychology, 2016
Relational reasoning, the ability to discern meaningful patterns within a stream of information, is considered a critical capacity for students. However, little is known about how this ability is demonstrated by children of different ages in the context of discourse with a more knowledgeable other. Thus, this study sought to investigate the ways…
Descriptors: Developmental Stages, Age Differences, Middle School Students, High School Students
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Cullipher, S.; Sevian, H.; Talanquer, V. – Chemistry Education Research and Practice, 2015
The ability to evaluate options and make informed decisions about problems in relevant contexts is a core competency in science education that requires the use of both domain-general and discipline-specific knowledge and reasoning strategies. In this study we investigated the implicit assumptions and modes of reasoning applied by individuals with…
Descriptors: Chemistry, Costs, Cost Effectiveness, Science Instruction
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Baccaglini-Frank, Anna; Antonini, Samuele; Leung, Allen; Mariotti, Maria Alessandra – PNA, 2013
This paper addresses contributions that dynamic geometry systems (DGSs) may give in reasoning by contradiction in geometry. We present analyses of three excerpts of students' work and use the notion of pseudo object, elaborated from previous research, to show some specificities of DGS in constructing proof by contradiction. In particular, we…
Descriptors: Geometry, Thinking Skills, Mathematical Logic, Mathematical Concepts
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Panorkou, Nicole – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
In this exploratory study, our goal was to engage students in dynamic experiences of area as a continuous quantity that can be measured by multiplicatively composing two linear measures (lengths), an approach we refer to as 'dynamic measurement,' or DYME. In this paper, we present the learning trajectory constructed from two cycles of teaching…
Descriptors: Multiplication, Geometric Concepts, Measurement, Grade 3
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Barkl, Sophie; Porter, Amy; Ginns, Paul – Psychology in the Schools, 2012
Inductive reasoning is a core cognitive process of fluid intelligence, predicting a variety of educational outcomes. The Cognitive Training for Children (CTC) program is an educational intervention designed to develop children's inductive reasoning skills, with previous investigations finding substantial effects of the program on both inductive…
Descriptors: Thinking Skills, Mathematics Achievement, Outcomes of Education, Foreign Countries
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Kagee, A.; Harper, M.; Spies, G. – South African Journal of Higher Education, 2008
Lay understandings of human cognition, affect, and behaviour often diverge from the findings of scientific investigations. The present study examined South African fourth year psychology students' judgments about the factual correctness of statements of psychological phenomena that have been demonstrated to be incorrect by empirical research.…
Descriptors: Investigations, Popular Culture, Psychology, Thinking Skills
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Babaeff, Robyn – International Research in Early Childhood Education, 2016
Extensive linguistic research and theorising relating to maintaining the family heritage, as bilingual or multilingual family in differing language contexts, is currently available. Substantial research beneficially explores approaches to multilingual parenting, outcomes for individuals through parent and child perspectives, among linguistic and…
Descriptors: Foreign Countries, Multilingualism, Parent Child Relationship, Cultural Maintenance
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Goldberg, Tsafrir; Schwarz, Baruch B. – Frontline Learning Research, 2016
This theoretical paper is about the role of emotions in historical reasoning in the context of classroom discussions. Peer deliberations around texts have become important practices in history education according to progressive pedagogies. However, in the context of issues involving emotions, such approaches may result in an obstacle for…
Descriptors: Foreign Countries, Psychological Patterns, Persuasive Discourse, Classroom Communication
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Dombrowski, Stefan C.; McGill, Ryan J.; Canivez, Gary L. – School Psychology Quarterly, 2018
The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have…
Descriptors: Factor Analysis, Achievement Tests, Cognitive Tests, Cognitive Ability
Richland, Lindsey E.; Begolli, Kreshnik Nasi; Simms, Nina; Frausel, Rebecca R.; Lyons, Emily A. – Grantee Submission, 2016
Mathematical discussions in which students compare alternative solutions to a problem can be powerful modes for students to engage and refine their misconceptions into conceptual understanding, as well as to develop understanding of the mathematics underlying common algorithms. At the same time, these discussions are challenging to lead…
Descriptors: Mathematics Instruction, Problem Solving, Difficulty Level, Cognitive Processes
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Resnick, Ilyse; Davatzes, Alexandra; Newcombe, Nora S.; Shipley, Thomas F. – Educational Psychology Review, 2017
Many scientific theories and discoveries involve reasoning about extreme scales, removed from human experience, such as time in geology and size in nanoscience. Thus, understanding scale is central to science, technology, engineering, and mathematics. Unfortunately, novices have trouble understanding and comparing sizes of unfamiliar large and…
Descriptors: Thinking Skills, STEM Education, Teaching Methods, Barriers
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