To solve an unfamiliar mathematics problem, students of the subject must know more than the appropriate prerequisite content knowledge. They must also know how best to strategically apply their knowledge, how to monitor and gauge the effectiveness of their work, and how to respond (both cognitively and emotionally) to unanticipated results.…

Many studies have used fraction magnitude comparison tasks to assess people's abilities to quickly assess fraction magnitudes. However, since there are multiple ways to compare fractions, it is not clear whether people actually reason about the holistic magnitudes of the fractions in this task and whether they use multiple strategies in a flexible…

This study focuses on computer-based formative assessment for supporting problem solving and reasoning in mathematics. To be able to assist students who find themselves in difficulties, the software suggested descriptions - diagnoses - of the encountered difficulty the students could choose from. Thereafter, the software provided metacognitive and…

Extant research has demonstrated that problem-posing and problem-solving mutually affect one another. However, the exact nature and extent of this relationship requires a detailed elaboration. This is especially true when adidactical problem-posing arises within a problem-solving context. In this study, we analyze the scripting journey used by two…

Readers confronted with unfamiliar and controversial scientific debates tend to rely on simple heuristics such as the perceived plausibility to focus their cognitive resources on specific information during comprehension. In the present experiment, we tested the assumption that plausibility judgments as an integral part of comprehension are used…

Understanding chemical models can be challenging for many university students studying chemistry. This study analysed students' understanding of molecular structures using the Lewis structure as a model, and examined what hinders their understanding. We conducted pre- and post-tests to analyse students' conceptions and changes in them. The…

Dual-process theories may be invoked to explain how physicians interact with, interpret, and draw inferences from clinical information. Stanovich and West's model articulates two kinds of thinking--intuitive-based System 1 and analytical-based System 2--which have been under-investigated with physicians in training. This qualitative study explored…

In the present study, we tested the effectiveness of three learning strategies (self-explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within-subjects design, 26 university…

New scholarship advocates that students should learn deeply and well. Little information exists on exactly how to get students deeply into material so that they understand it inside and out, backward and forward and in a way that enables them to construct knowledge schemas. The authors have developed a heuristic list of communication response…

The purpose of this paper is to investigate how drawings can contribute to generating new information when solvers use drawings in solving mathematical problems. For this purpose, two episodes, in which drawings enabled a solver to find ideas useful for his solutions, were qualitatively and closely analyzed, especially focusing on what roles…

This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) Improving Decimal Number Conception by Transfer from Fractions to Decimals (Irita Peled and Juhaina Awawdy Shahbari); (2) The Development of Student Teachers' Efficacy Beliefs in Mathematics during…