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Download full textMitchell J. Nathan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
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…
Descriptors: Mathematics Education, Mathematical Enrichment, Mathematics Teachers, Problem Solving
Direct linkZaikowski, Lori; Lichtman, Paul; Quarless, Duncan – Science Teacher, 2007
The scientific discovery process comes alive for 70 minority students each year at Uniondale High School in New York where students have won top awards for "in-house" projects. Uniondale High School is in a middle-income school district where over 95% of students are from minority groups. Founded in 2000, the Uniondale High School Research Program…
Descriptors: Science Projects, Research Projects, Student Projects, Discovery Processes
Peer reviewedBarell, John – Educational Leadership, 1983
We can revive the spirit of inventiveness by allowing students the freedom to consider the unconventional and probe the possibilities of the "impossible." (Author)
Descriptors: Critical Thinking, Discovery Processes, Imagination, Innovation
Peer reviewedCronin, Linda L. – Science Teacher, 1989
Discusses the need for teaching creative thinking in the classroom. Cites two misconceptions to which the absence of emphasis on creative thinking is attributed. Provides strategies and example activities for promoting the skill. States that these procedures can increase student interest in science. (RT)
Descriptors: Creative Thinking, Creativity, Discovery Processes, Divergent Thinking
