This special section contributes to an inclusive cognitive model of information problem solving (IPS) activity, touches briefly IPS learning, and brings to the notice methodological pitfalls related to uncovering IPS processes. Instead of focusing on the IPS process as a whole, the contributing articles turn their attention to what is regarded the…

Contributions to this special section represent advances in understanding help seeking as a self-regulated learning strategy that occurs in classrooms, during computer-mediated communications, and when using intelligent systems that provide help to improve learners' help-seeking skills and knowledge acquisition. Collectively, the research and…

It is argued that mathematical modelling is important in teaching mathematics and that teachers have to create cultural support for it in the classroom. Posing an unsolvable problem for students may reveal the culture of the classroom as it exists, but its contribution to developing the needed culture that supports mathematical modelling appears…

It is argued that students who appear to ignore common sense and real-world knowledge in their approach to mathematics word problems in school are often behaving sensibly given the situation. The improvement of mathematics word problems for teaching will require changes in teacher beliefs and the use of modelling as an activity of organizing. (SLD)

It is argued that cognitive psychology has contributed to advances in learning and instruction not so much because of its original epistemology and implicit theory of learning as because of its methodology. A revised epistemology conceptualizing the mind as a developing biological system will bring new advances in understanding learning. (SLD)