Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Cognitive Processes | 7 |
| Mathematics Achievement | 7 |
| Protocol Analysis | 7 |
| Problem Solving | 4 |
| High School Students | 3 |
| Standardized Tests | 3 |
| Algebra | 2 |
| Cognitive Ability | 2 |
| Control Groups | 2 |
| Gifted | 2 |
| High Schools | 2 |
| More ▼ | |
Source
| Applied Measurement in… | 1 |
| Harvard Educational Review | 1 |
| Journal of Educational… | 1 |
| Learning Disability Quarterly | 1 |
Author
| Applegate, Brooks | 1 |
| Arbuthnot, Keena | 1 |
| Chevrier, Marianne | 1 |
| Cor, M. Ken | 1 |
| Cui, Ying | 1 |
| Di Leo, Ivana | 1 |
| Kupermintz, Haggai | 1 |
| Lajoie, Susanne P. | 1 |
| Le, Vi-Nhuan | 1 |
| Leighton, Jacqueline P. | 1 |
| McVey, Mary D. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 7 |
| Journal Articles | 4 |
| Speeches/Meeting Papers | 2 |
Education Level
| Elementary Education | 1 |
| Grade 10 | 1 |
| Grade 8 | 1 |
| High Schools | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Preliminary Scholastic… | 1 |
| SAT (College Admission Test) | 1 |
What Works Clearinghouse Rating
Direct linkMuis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P. – Journal of Educational Psychology, 2016
We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…
Descriptors: Problem Solving, Mathematics Instruction, Intervention, Teaching Methods
Arbuthnot, Keena – Harvard Educational Review, 2009
Although research has extensively documented sources for differential item functioning and stereotype threat--especially among women and black college students--little is known about group differences in test-taking strategies among black adolescent students. In this article, Arbuthnot presents findings from two studies that seek to explore how…
Descriptors: Stereotypes, African American Students, Grade 8, Standardized Tests
Leighton, Jacqueline P.; Cui, Ying; Cor, M. Ken – Applied Measurement in Education, 2009
The objective of the present investigation was to compare the adequacy of two cognitive models for predicting examinee performance on a sample of algebra I and II items from the March 2005 administration of the SAT[TM]. The two models included one generated from verbal reports provided by 21 examinees as they solved the SAT[TM] items, and the…
Descriptors: Test Items, Inferences, Cognitive Ability, Prediction
Download full textSterner, Paula; Wedman, John – 1996
By using ill-structured problems and examining problem- solving processes, this study was conducted to explore the nature of solving complex, multistep problems, focusing on how prior knowledge, problem-solving process utilization, and analogical problem solving are related to success. Twenty-four college students qualified to participate by…
Descriptors: Cognitive Processes, College Students, Experience, Higher Education
Kupermintz, Haggai; Le, Vi-Nhuan; Snow, Richard E. – 1999
This study investigated the validity of measures derived from a large-scale multiple-choice achievement test in mathematics, using evidence from introspective think-aloud protocols of students as they attempted test items. A small-scale study of 21 local high-school students was conducted to identify and describe cognitive processes underlying…
Descriptors: Cognitive Processes, Construct Validity, High School Students, High Schools
Peer reviewedMontague, Marjorie; Applegate, Brooks – Learning Disability Quarterly, 1993
This study examined the verbalizations of 90 middle school students as they thought aloud while solving mathematical word problems. Results indicated that students with learning disabilities (LD) and average achievers were less strategic in approaching mathematical problem solving than gifted students, and LD students approached problem solving in…
Descriptors: Cognitive Processes, Gifted, Intermediate Grades, Junior High Schools
McVey, Mary D. – 1993
This study investigated the role of problem structure and metacognitive control in the analogical transfer of performance of 40 13- and 14-year-old gifted and highly gifted math students. Average and above average 16-, 17-, and 18-year-olds served as comparison groups. Students were given three algebra problems with solutions, followed by two…
Descriptors: Ability, Algebra, Anxiety, Cognitive Ability
