Metacognition supports students in successfully working through struggle by equipping them with the tools to maintain an awareness of what they are doing and to change directions when needed to overcome obstacles. Thus, it is of little surprise that effective problem solvers spend a significant amount of time analyzing tasks relative to the amount…

Since its first notable appearance in the "Second Handbook of Research on Mathematics Teaching and Learning," the phrase productive struggle has garnered support from a few, yet very influential, educational researchers. However, since the phrase was popularized by Hiroko Warshauer in 2011, examinations of the productive struggle have…

In my Keynote Address to PME-NA 45, I offer an embodied framework for naming what makes mathematics powerful for mathematicians and scientists, yet intractable for many learners. The essential claim is this: Students reside in the Real World, where math is grounded, embodied and meaningful, while mathematics resides in the ungrounded, disembodied…

Earthquakes, lightning, and history-changing ideas are classic examples of powerful, unpredictable forces of nature. These sorts of phenomena have been difficult to explain and predict, an often frustrating fact as humans try to understand and control the significant influences in our lives. Historically, such phenomena have been attributed to…

These notes and questions have been prepared to promote discussion of the ideas set out in the Clarifying paper, "Living and learning in EcCoWell cities" to be found on the PASCAL International Exchanges (PIE) website. This Discussion Paper sets ten questions for discussion. We are hoping to encourage discussions of these issues around the world.

Described is Project Reach (Reaching Educators and Actualizing Children) which is designed for gifted students, and includes exercises in productive thinking, student participation in planning, decision making, forecasting, communication, creative problem solving, and mind stretching. (KC)

This paper describes how secondary teachers can use the Purdue Three-Stage Model as a framework for instruction that facilitates talent development in both heterogenous and homogenous classrooms. In the first two stages, students master the core content of a discipline and practice thinking creatively and critically about the content. In the third…

This document presents a demonstration of how drawing affects writing, how writing affects drawing, and how both affect the thinking process of students. The third grade students participating in the studies were selected on the basis of their prior performance in reading and mathematics and their identified potential for achievement. The students…

This discussion of the need for learning activities which promote critical thinking skills, creativity, and affective growth in children uses Bloom's Taxonomy as a guide for designing such activities based on children's literature. Several examples of projects based on specific children's books are provided. (CLB)

Explains the differences between successful and unsuccessful problem solvers' exploration of a problem, translation of information into different forms, approach to devising and executing a plan, and rechecking work. (RT)

Provided is a list of the needs of gifted and talented children. Delineates the concomitant relationship with science instruction and the stages in the model that are instrumental in meeting these needs. (RT)

An advanced public speaking class at the Duquesne University, Pittsburgh, was specifically designed not only to improve the overall quality of a speech communication program but also to increase the number of majors that an excellent program would attract. Only students who have demonstrated superior speaking skills in basic public speaking…

This article describes the development, over 13 years, of the Minnesota Young Inventors Program and Fair, focusing on its program components, including invention instruction and exhibit judging, the inventors fair, exhibit opportunities, plans for the future, and administration. The involvement of community businesses and corporations,…

Identifies areas of knowledge that differ between successful and at-risk students: sense of self-as-learner, level of understanding of problems in subjects, and ability to interact in relationships. Suggests a hands-on project to develop problem-solving abilities and self-confidence. Discusses objectives for a restructured curriculum. (DK)

Demonstrates how to promote the transference of concepts and principles developed in other curricula to enhance a student's subject matter mastery in soil classification. Describes course format, critical thinking techniques, and a course evaluation. A conclusion and references are included. (Author/RT)