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Braithwaite, David W.; Sprague, Lauren – Cognitive Science, 2021
When, how, and why students use conceptual knowledge during math problem solving is not well understood. We propose that when solving routine problems, students are more likely to recruit conceptual knowledge if their procedural knowledge is weak than if it is strong, and that in this context, metacognitive processes, specifically feelings of…
Descriptors: Concept Formation, Mathematical Concepts, Metacognition, Knowledge Level
Brooks, Neon; Goldin-Meadow, Susan – Cognitive Science, 2016
Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children…
Descriptors: Movement Education, Protocol Analysis, Mathematics Instruction, Mathematics Achievement