Some of the literature related to preschool mathematical experiences and their effect on the development of how the child perceives the relationships of mathematics is reviewed. (MP)

Suggested are activities that might stimulate cognitive thought in students and which can be performed both in school and at home. (EB)

This discussion is primarily designed to increase teachers' awareness of Piaget's theory of cognitive development and implications for mathematics in the middle school. It is hoped such awareness will compel instructors to adopt strategies that help pupils gain more from mathematical experiences, by providing impetus for innovation and…

Five steps described by Dienes by which mathematics is learned are illustrated through the use of the topic of direct proportion. (MP)

A teaching sequence provides a guide to instruction on initial concepts of fractions, equivalent fractions, and addition with fractions. (MN)

Some possible uses of math lab materials and activities that are natural and appropriate to the development of process skills are explored through a discussion of a geoboard activity. (MP)

After a discussion on planning instruction, a series of activities designed to develop pre-number and number concepts are presented. Activities are arranged by difficulty within sections devoted to classifying, comparing, ordering, measuring, organizing data, distinguishing shape and size, recognizing patterns, number awareness, and counting. (SD)

By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)

Summarizes research on how children think about economic ideas and values and the development of such thinking. Explores the influence of instruction on children's thinking about economics and points out implications for curriculum and instruction. (RH)

Constructive-developmentalism is a theory of learning that incorporates two major concepts: (1) that students construct knowledge by organizing and making meaning of their experiences, and (2) that this construction takes place in the context of students' assumptions about and creation of knowledge. A gap often exists between instructor and…

Over a decade of research findings representing the work of more than 100 scholars are contained in the growing body of knowledge about effective schools. This report summarizes the results of studies that focus specifically on the characteristics of effective principals, classrooms, and teachers. The report also offers notes of caution to users…

This paper proposed to apply the perspective of constructivism to the classroom setting. Secondary science teachers and university personnel jointly developed and experimented with a variety of constructivist teaching strategies. Data were collected in the form of teacher anecdotes, audio and videotapes of lessons and student interviews, teacher…

Chapter two from V. V. Davydov's "Problems of Developmental Teaching" (1986) is excerpted. Analyzes Piagetian theory, finding it neglects the influence of teaching and child rearing on mental development. Builds from Lev S. Vygotsky's theories to delineate stages in personality and mental development during childhood. (CH)