Presents results of a German study distinguishing between effects of knowledge on writing and re-effects of writing on knowledge. Reports that knowledge primarily affects the content domain of text, especially topic relatedness and logical structure of text, but not the linguistic domain. Concludes that both oral and written verbalization enables…

Reports a study to examine the role of context on the ability to interpret graphs. Graph tests involving 2 ecological contexts were presented to 14- and 15-year-old students (n=23) in the form of an interview. Results indicated how students used their contextual knowledge in interpreting the graphs. (MDH)

Presents results of a study of the role of context upon English children's estimation skills. Includes estimation tasks involving distance, area, and volume measurements and children's answers about how they carried out the tasks. Concludes that estimates in contexts perceived as mathematical differed from those involving perceptual-motor skills.…

Relates research findings on the way primary-grade students communicate mathematical ideas through the use of symbols to a framework for students to investigate the part-whole relationship of quantity. Discusses children's problem-solving abilities, linking word problems and symbols, the importance of context for understanding symbols, and the…

Described is the use of story telling as a context to introduce mathematical concepts by providing a model, offering problem-posing situations, stimulating investigation, and illustrating concepts. Examples of appropriate stories are given for the primary and low secondary levels. (MDH)

The literature on the extent to which knowledge, skills, and attitudes learned in one area transfer to another was reviewed for the purpose of identifying issues that policymakers and providers of vocational education should consider when planning programs to prepare students for further education and life. The review focused on the following…