This study aims to investigate a mathematical-metacognitive discourse model with IMPROVE metacognitive self-question prompts (What, How/When, and Why) in order to promote a deeper level of discourse in mathematics classes. The study involved 32 math teachers and 824 fifth-grade students (from 32 public schools) from one district in Israel.…

Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts…

This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance…

The study investigated the effects of two reflection support programs on elementary school mathematics teachers' pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q) training and thirty two teachers were assigned to the reflection…

Describes students' initial thinking strategies and investigates the influence of learning environments on progress, transfer, and retention of students' thinking strategies. Results indicate that students do not use scientific reasoning when first encountering the problem, but interaction with the learning environment increases the rate of…

Two experiments investigated the effect of achievement goals on the transfer of a problem-solving strategy in 7- and 11-year-old children. In the first experiment, motivational priming took place before the learning of the strategy, affecting the learning as well as the transfer of the strategy. In the second experiment, motivational priming took…

The instructional media created by microcomputers interconnected by modems to form long-distance networks present some powerful new opportunities for education. While other uses of computers in education have been built on conventional instructional models of classroom interaction, instructional electronic networks facilitate a wider use of…

This paper further develops an instructional method called here "process-object linking and embedding". The idea is to link the familiar mathematical processes to objects in a familiar situation, then re-embed the new link through mathematical symbols into their mathematical construction. It makes use of children's extra-mathematical,…

Describes a hierarchical system of problem-solving strategies employed for the solution of a specific kind of problem about speed. Presents the results of 563 high school students tested with problems relating to distance, speed, and time. Provides a rationale for the methods used. (TW)