Mathematics is an essential subject in schools, helping develop cognitive skills such as critical analysis, logical reasoning, and problem-solving. However, academic achievement in mathematics often declines, with some students having difficulty understanding mathematical ideas. Many factors influence mathematics achievement, including students'…

The purpose of this article was to synthesize the available research regarding the development of complex schemata in individuals with autism across its entire developmental process beginning with prototype formation, followed by categorization, and finally the development of schema. Specific research questions addressed the quality of research…

In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills…

Geoscientists analyze and integrate spatial and temporal information at a range of scales to understand Earth processes. Despite this, the concept of scale is ill defined and taught unevenly across the K-16 continuum. This literature review focuses on two meanings of scale: one as the magnitude of the extent of a dimension and the other as a…

This literature review explores visualisation within the context of learning in design, engineering and technology education. The investigation first defines visualisation, providing examples of activities that utilise visualisation skills within an applied field. Then exploration of the mental mechanisms of visualisation used to engage with those…

This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…

The authors explore how children's play can support the development of the foundations of mathematics learning and how adults can support children's representation of--and thus the "mathematization" of--their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly…

Reading encompasses a wide range of verbal processes, among them such simple verbal processes as word decoding, letter recognition, name retrieval, and semantic access. The question is whether simple verbal processing differences are adequate to account for general reading ability differences. Across different verbal domains and different ages,…

The thesis presents a literature review of selected characteristics of learning disabled children and the relationship between these characteristics and reading. Thirty-three characteristics are discussed, divided into three categories: selected cognitive abilities, speech and language development, and selected behavioral and emotional-social…

A quantitative synthesis of multivariate studies in science education during the past ten years yields evidence to support a model of achievement in science very much like that currently proposed in the literature of expert problem-solving. Despite previous claims, spatial visualization and verbal ability predict additional variance in achievement…

A review of recent studies indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications include the use of slower presentation rates for new information, spatial organization of prose content, and…

An attempt was made to determine whether the traits known as cognitive styles should be recognized as intellectual abilities or intellectual controls, or both. It was suggested that the structure of intellect model could serve as a frame of reference for future research in this area. (Author/RL)

The complex interactions between picture, text, and learner are examined, based on a 3-D model which describes the context of the learning task. The different strategies that children of various ability levels use in reading from illustrated texts are described. (KR)

Describes and illustrates three instructional strategies that can help students learn social studies concepts and develop skills in conceptualization and reading comprehension. (Author/DB)

Reviews evidence against theories about preschool childrens' egocentricity and cognitive ineptness in the areas of classification, communication, number and order concepts, memory skills, and capacity for reasoning about causal relationships. Holds that preschoolers have been misunderstood because researchers tend to approach them with tasks…