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Gideon Dishon; Sarit Barzilai; Johnatan Verissimo Yanai – Cognition and Instruction, 2024
The spread of misinformation has underscored the importance of cultivating citizens' competency to critically evaluate popular accounts of scientific evidence. Extending the prevailing emphasis on evidence in the natural sciences, we argue for fostering students' understanding of psychological evidence and its communication in the media. In this…
Descriptors: Psychology, Teaching Methods, Misinformation, Evidence
Kotaro Komatsu; Shogo Murata; Andreas J. Stylianides; Gabriel J. Stylianides – Cognition and Instruction, 2024
"Assumptions" play a fundamental role in disciplinary mathematical practice, especially concerning the relativity of truth. However, much is still unclear about ways to help students recognize key aspects of this role. In this paper, we propose a set of principles for task design to introduce students to the role of assumptions in…
Descriptors: Mathematics Instruction, Learning Activities, Student Attitudes, Foreign Countries
Hladik, Stephanie; Sengupta, Pratim; Shanahan, Marie-Claire – Cognition and Instruction, 2023
In this paper, we emphasize the importance of looking beyond technology itself and including interactional and experiential elements in our research gaze in informal computing education in science museums. We argue that, in these contexts, facilitation can be understood as "design work" that is both complex and challenging. We identify…
Descriptors: Museums, Facilitators (Individuals), Science Teaching Centers, Informal Education
Alkouatli, Claire – Cognition and Instruction, 2023
For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic…
Descriptors: Foreign Countries, Muslims, Islam, Religious Schools
Ferrara, Francesca; Pozio, Stefania – Cognition and Instruction, 2023
In this article, we examine eighth graders' incorrect responses to a specific task on a national standardized assessment of mathematics. The task asked students to write the formula for the perimeter of a given figure as a function of a variable. We focus on incorrect responses to better understand students' difficulties with the algebraic…
Descriptors: Mathematics Education, Educational Research, Standardized Tests, National Competency Tests
Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-Design Settings
Kyza, Eleni A.; Agesilaou, Andria – Cognition and Instruction, 2022
Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in…
Descriptors: Researchers, Cooperation, Elementary School Science, Elementary School Teachers
Marczyk, Agnieszka Aya; Jay, Lightning; Reisman, Abby – Cognition and Instruction, 2022
Engaging historiography and interpreting secondary sources represent essential elements of historians' work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked…
Descriptors: Historiography, History Instruction, High School Students, Student Attitudes
Storozuk, Andie; Retanal, Fraulein; Maloney, Erin A. – Journal of Numerical Cognition, 2023
Comparison shopping is good financial practice, but situations involving numbers and computations are challenging for consumers with math anxiety. We asked North Americans (N = 256) to select the better deal between two products differing in volume and price. As predicted, math anxiety was negatively related to performance on this Price Comparison…
Descriptors: Mathematics Anxiety, Money Management, Consumer Economics, Cognitive Processes
Resnick, Ilyse; Newcombe, Nora; Goldwater, Micah – Journal of Numerical Cognition, 2023
There is strong evidence from research conducted in the United States that fraction magnitude understanding supports mathematics achievement. Unfortunately, there has been little research that examines if this relation is present across educational contexts with different approaches to teaching fractions. The current study compared fourth and…
Descriptors: Elementary School Students, Grade 4, Grade 6, Mathematics Skills
Glaser, Maria; Knops, André – Journal of Numerical Cognition, 2023
The notion that mental arithmetic is associated with shifts of spatial attention along a spatially organised mental number representation has received empirical support from three lines of research. First, participants tend to overestimate results of addition and underestimate those of subtraction problems in both exact and approximate formats.…
Descriptors: Spatial Ability, Mental Computation, Arithmetic, Attention
Gibeau, Rose-Marie; Maloney, Erin A.; Béland, Sébastien; Lalande, Daniel; Cantinotti, Michael; Williot, Alexandre; Chanquoy, Lucile; Simon, Jessica; Boislard-Pépin, Marie-Aude; Cousineau, Denis – Journal of Numerical Cognition, 2023
This study investigates the correlates of statistics anxiety. Considering that statistics anxiety and spatial anxiety have been separately correlated with related constructs (e.g., mathematics anxiety, academic performance, etc.), the possibility that spatial anxiety plays a role in statistics anxiety is explored. When facing statistics or…
Descriptors: Anxiety, Statistics, Spatial Ability, Correlation
Bakker, Merel; Pelgrims, Elise; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Journal of Numerical Cognition, 2023
While symbolic number processing is an important correlate for typical and low mathematics achievement, it remains to be determined whether children with high mathematics achievement also have excellent symbolic number processing abilities. We investigated this question in 64 children (aged 8 to 10), i.e., 32 children with persistent high…
Descriptors: Cognitive Processes, Numbers, High Achievement, Mathematics Achievement
Xu, Chang; LeFevre, Jo-Anne; Di Lonardo Burr, Sabrina; Maloney, Erin A.; Wylie, Judith; Simms, Victoria; Skwarchuk, Sheri-Lynn; Osana, Helena P. – Journal of Numerical Cognition, 2023
Children's knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on…
Descriptors: Young Children, Numeracy, Number Concepts, Serial Ordering
Merkley, Rebecca; Sernoskie, Elizabeth; Cook, Caylee J.; Howard, Steven J.; Makaula, Hleliwe; Mshudulu, Mbulelo; Tshetu, Nosibusiso; Draper, Catherine E.; Scerif, Gaia – Journal of Numerical Cognition, 2023
A child's home environment has been shown to be related to the development of early numeracy skills in some countries. However, significant relationships between home learning environment and math achievement have not consistently been found, and likely vary across different cultural and socio-political contexts. Here we explored the home…
Descriptors: Foreign Countries, Poverty, Numeracy, Mathematics Skills
Febe Demedts; Jan Cornelis; Bert Reynvoet; Delphine Sasanguie; Fien Depaepe – Journal of Numerical Cognition, 2023
Math anxiety (MA) is an important affective factor that contributes to individuals' math proficiency. While self-reports are commonly used to measure MA, a number of limitations are inherently connected to this measuring method. Physiological responses are considered a promising alternative approach, but research is scarce and the empirical…
Descriptors: Mathematics Anxiety, Measurement Techniques, Physiology, Difficulty Level