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Morra, Sergio; Bisagno, Elisa; Caviola, Sara; Delfante, Chiara; Mammarella, Irene Cristina – Cognition and Instruction, 2019
This article reconsiders Case's theory of central conceptual structures (CCS), examining the relation between working memory and the acquisition of quantitative CCS. The lead hypothesis is that the development of working memory capacity shapes the development of quantitative concepts (whole and rational numbers). Study I, with 779 children from…
Descriptors: Short Term Memory, Concept Formation, Children, Early Adolescents
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Liu, Chunhua; Carraher, David W.; Schliemann, AnalĂșcia D.; Wagoner, Paul – Cognition and Instruction, 2017
In a 1-hour teaching interview, 20 children (aged 7 to 11) discovered how to tell whether objects might be made of the same material by using ratios of measures of weight and size. We examine progress in the children's reasoning about measurement and proportional relations, as well as design features of instruments, materials, and tasks crafted to…
Descriptors: Children, Preadolescents, Measurement, Cognitive Development
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Falk, Ruma – Cognition and Instruction, 2010
To conceive the infinity of integers, one has to realize: (a) the unending possibility of increasing/decreasing numbers (potential infinity), (b) that the cardinality of the set of numbers is greater than that of any finite set (actual infinity), and (c) that the leap from a finite to an infinite set is itself infinite (immeasurable gap). Three…
Descriptors: Number Concepts, Experiments, Children, Adults
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Sfard, Anna; Lavie, Irit – Cognition and Instruction, 2005
Based on close observations of two 4-year-old children responding to their parents' requests for quantitative comparisons, we offer a "participationist" account of the origins and development of numerical thinking, one that portrays numbers as a product rather than a pregiven object of human communication. In parallel, we propose a…
Descriptors: Cognitive Development, Number Concepts, Mathematics Instruction
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Hmelo-Silver, Cindy E.; Barrows, Howard S. – Cognition and Instruction, 2008
This article describes a detailed analysis of knowledge building in a problem-based learning group. Knowledge building involves increasing the collective knowledge of a group through social discourse. For knowledge building to occur in the classroom, the teacher needs to create opportunities for constructive discourse in order to support student…
Descriptors: Medical Students, Problem Based Learning, Inquiry, Group Behavior
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diSessa, Andrea A. – Cognition and Instruction, 2004
The premise of this article is that the study of representation is valuable and important for mathematics and science students. Learning about representation should go beyond learning specific, sanctioned representations emphasized in standard curricula (graphs, tables, etc.) to include principles and design strategies that apply to any scientific…
Descriptors: Science Education, Mathematics Education, Cognitive Development, Learning Problems
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Radinsky, Josh – Cognition and Instruction, 2008
Learning science includes learning to argue with "inscriptions": images used to symbolize information persuasively. This study examined sixth-graders learning to invest inscriptions with representational status, in a geographic information system (GIS)-based science investigation. Learning to reason with inscriptions was studied in emergent…
Descriptors: Information Systems, Cognitive Development, Plate Tectonics, Science Instruction
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Nunes, Terezinha; And Others – Cognition and Instruction, 1995
Suggests that adequate conceptions of children's measurement processes should take into account social and cognitive learning. Contends that progress in children's performance in measurement depends on learning in both areas. Reports significant findings from two studies designed to test the effects of intersubjectivity, or the social dimension,…
Descriptors: Cognitive Development, Learning Processes, Measurement, Social Development
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Varelas, Maria; Pappas, Christine C. – Cognition and Instruction, 2006
The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…
Descriptors: Semiotics, Urban Schools, Primary Education, Language Acquisition
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Baroody, Arthur J.; Brach, Catherine; Tai, Yu-chi – Cognition and Instruction, 2006
A schema based view of addition development is compared with Siegler's latest strategy-choice model, which includes an addition goal sketch (a basic understanding of "the goals and causal relations" of addition; Siegler & Crowley, 1994, p. 196). This metacognitive component in the latter model is presumed to develop as a child practices a basic…
Descriptors: Arithmetic, Mathematics Instruction, Models, Cognitive Development
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Varelas, Maria; Becker, Joe – Cognition and Instruction, 1997
Explored whether a system between written place-value system and base-10 manipulatives helped children understand place-value. Found evidence that the intermediate system helped children differentiate between face values and complete values of digits in multidigit place-value number representations, and to grasp that the sum of the digits'…
Descriptors: Child Development, Children, Cognitive Development, Comparative Analysis
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Pine, Karen J.; Messer, David J. – Cognition and Instruction, 2000
Investigated effects of two instructional interventions on 5- to 9-year-olds who could perform a balance beam task but either could not explain the principle or had naive theories. Found that more students who had observed the experimenter model and were then encouraged to explain what they saw improved performance over the pretest than students…
Descriptors: Children, Cognitive Development, Elementary School Science, Performance Factors
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Metz, Kathleen E. – Cognition and Instruction, 1993
Using a balance-beam task, studied 48 preschoolers to elucidate the process of knowledge construction from the emergence of new representation to transformed problem solving. Analyses revealed a multifaceted development from the first signs of weight representation to fully elaborated weight-based problem solving. Case studies of five children…
Descriptors: Cognitive Development, Cognitive Psychology, Feedback, Physics
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Barrett, Jeffrey E.; Clements, Douglas H. – Cognition and Instruction, 2003
This article describes how children build increasingly abstract knowledge of linear measurement, emphasizing ways they relate space and number. Assessments indicate children struggle to understand measurement, especially concepts related to complex paths as in perimeter tasks. This article draws on developmental accounts of children's knowledge of…
Descriptors: Grade 4, Cognitive Processes, Constructivism (Learning), Geometric Concepts
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Sophian, Catherine; Vong, Keang I. – Cognition and Instruction, 1995
Compared children's performance on initial-unknown and final-unknown problems involving the addition or subtraction of a single item. Found that although 4-year olds responded in a directionally appropriate way to the final-unknown problems but not to the corresponding initial-unknown ones, 5-year olds were able to respond appropriately to both.…
Descriptors: Age Differences, Arithmetic, Cognitive Development, Early Childhood Education
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