What role does language play in developing the concept of number? This question is at the center of an important current debate. To try to answer it, one must first consider what is needed to learn number words and their meaning. First, the learner has to be able to identify number words as such, that is, to distinguish them from other sorts of…

This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of a sociocultural perspectives of learning we examine the applicability of the ideas presented in the…

Taking its point of departure from some critical remarks about some of the most important recent theorising of learning, this article presents an alternative framework for theorising learning as a subjective process in a social and societal context, based on life history research. The key concepts of subjectivity and experience, derived from…

It has been understood for decades that language and thought are closely related. If one accepts that the thoughts that we construct are based upon the language that we speak and the words that we use, then it follows that the language that we speak influences the way that we think. It is necessary that we possess the words to describe objects,…

Examines the means by which trade mark law establishes determinacy of form. The article probes how this points to assumptions about the nature of language that radically differ with those of orthodox 20th century linguistics, particularly in connection with the distinction between language and the use of language. (nine references) (CK)

Presents conversations of a group of fifth graders collaborating on a social studies task to illustrate how childen use language to learn. Focuses on one student whose oral language was rapid and chaotic but who demonstrated extremely sophisticated and complex structuring of knowledge to understand a particular social studies concept. (HTH)

This book explores the ways in which fourth-grade students use story, metaphor, and language to develop mathematical thinking skills and strategies. Replete with children's stories and illustrations, the book looks at children as sense-makers, storytellers, language creators, and problem-posers. It focuses on how to create a classroom community…

Uses three approaches revolving around language issues as a basis for exploring emotions: universal semantics, emotionology, and the theory of "goal-action-outcome knowledge." Uses an approach that attempts to turn around the traditional, realistic picture of the relationship between emotions, cognition, and language. (73 references) (Author/CK)

Based on the premise that traditional skill deficiencies are symptoms of a fundamental inability to reason, to use concepts, and to solve problems, a three-part remedial course was designed by the Philosophy Department at LaGuardia Community College (New York) to teach critical thinking as a basic learning skill. Part I of the course explores the…