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Curricular Treatments of Length Measurement in the United States: Do They Address Known Learning Challenges?
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Smith, John P., III; Males, Lorraine M.; Dietiker, Leslie C.; Lee, KoSze; Mosier, Aaron – Cognition and Instruction, 2013
Extensive research has shown that elementary students struggle to learn the basic principles of length measurement. However, where patterns of errors have been documented, the origins of students' difficulties have not been identified. This study investigated the hypothesis that written elementary mathematics curricula contribute to the…
Descriptors: Measurement, Elementary School Mathematics, Primary Education, Mathematical Concepts
Science Literacy in School and Home Contexts: Kindergarteners' Science Achievement and Motivation
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Mantzicopoulos, Panayota; Patrick, Helen; Samarapungavan, Ala – Cognition and Instruction, 2013
We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science…
Descriptors: Science Achievement, Learning Motivation, Kindergarten, Science Instruction
Fostering At-Risk Kindergarten Children's Number Sense
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Baroody, Arthur J.; Eiland, Michael D.; Purpura, David J.; Reid, Erin E. – Cognition and Instruction, 2012
A 9-month training experiment evaluated whether computer-assisted discovery learning of arithmetic regularities can facilitate kindergartners' fluency with the easiest sums. After a pretest, kindergartners with at least one risk factor (n = 28) were randomly assigned to either a structured add-0/1 training condition, which focused on recognizing…
Descriptors: Mathematics Achievement, At Risk Students, Discovery Learning, Kindergarten
The Development of Spatial Skills through Interventions Involving Block Building Activities
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Casey, Beth M.; Andrews, Nicole; Schindler, Holly; Kersh, Joanne E.; Samper, Alexandra; Copley, Juanita – Cognition and Instruction, 2008
This study investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children's spatial skills, and secondly, whether a story context further improved…
Descriptors: Visualization, Spatial Ability, Intervention, Kindergarten
The Application and Development of an Addition Goal Sketch
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Baroody, Arthur J.; Brach, Catherine; Tai, Yu-chi – Cognition and Instruction, 2006
A schema based view of addition development is compared with Siegler's latest strategy-choice model, which includes an addition goal sketch (a basic understanding of "the goals and causal relations" of addition; Siegler & Crowley, 1994, p. 196). This metacognitive component in the latter model is presumed to develop as a child practices a basic…
Descriptors: Arithmetic, Mathematics Instruction, Models, Cognitive Development
The Role of Encoding in the Self-Explanation Effect
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Calin-Jageman, Robert J.; Ratner, Hilary Horn – Cognition and Instruction, 2005
We examined the relation between self-explaining and encoding among kindergartners. For 5 days, children (n = 27) took turns solving addition problems with an adult expert who always used an advanced addition strategy. During the game, children explained the expert's answers (Explain-Expert), explained their own answers (Explain-Novice), or did…
Descriptors: Arithmetic, Coding, Kindergarten, Young Children