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van der Stel, Manita; Veenman, Marcel V. J. – European Journal of Psychology of Education, 2014
In the last decades, students increasingly have been placed in the role of active learners with responsibilities for their own learning. Students have to be able to plan their learning activities and execute them in a systematic and orderly way and to monitor and to evaluate their learning and to reflect on it. All aforementioned skills are…
Descriptors: Longitudinal Studies, Active Learning, Student Responsibility, Learning Activities
Chandler, Cynthia C.; Kamii, Constance – Journal for Research in Mathematics Education, 2009
The purpose of this study was to investigate children's construction of 10s out of the 1s they have already constructed. It was found that, for many younger children, a dime was something different from 10 pennies even though they could say with confidence that a dime was worth 10 cents. As the children grew older, their performance improved.…
Descriptors: Problem Solving, Arithmetic, Number Concepts, Children
Pracana, Clara, Ed.; Wang, Michael, Ed. – Online Submission, 2018
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and…
Descriptors: Educational Psychology, Clinical Psychology, Social Psychology, Cognitive Psychology
Ojose, Bobby – Mathematics Educator, 2008
This paper is based on a presentation given at National Council of Teachers of Mathematics (NCTM) in 2005 in Anaheim, California. It explicates the developmental stages of the child as posited by Piaget. The author then ties each of the stages to developmentally appropriate mathematics instruction. The implications in terms of not imposing…
Descriptors: Mathematics Teachers, Developmental Stages, Mathematics Instruction, Piagetian Theory

LeFevre, Jo-Anne; And Others – Cognition and Instruction, 1993
Fourth, sixth, and eighth graders and adults estimated answers to multiplication problems and explained their estimation procedures. Found performance improved with age, and sixth graders understood the simplification principle in estimation. The most striking developmental changes were in conceptual knowledge used for estimating. Proposes a…
Descriptors: Adults, Age Differences, Arithmetic, Cognitive Development
Clements, Douglas H. – 1998
Although geometry and spatial reasoning are important as a way to interpret and reflect on the physical environment and also form the foundation for learning mathematics and other subjects, many early childhood and primary school teachers spend little time instructing their students in these areas. This paper examines how young children learn…
Descriptors: Age Differences, Child Development, Cognitive Development, Concept Formation