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| Mathematics in School | 4 |
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| Edmunds, Joy | 1 |
| Foster, Robin | 1 |
| Orton, Tony | 1 |
| Pothier, Yvonne | 1 |
| Sawada, Daiyo | 1 |
| Stoessiger, Rex | 1 |
| Tall, David | 1 |
| Thorburn, Pauline | 1 |
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Peer reviewedFoster, Robin; Tall, David – Mathematics in School, 1996
Concludes that mathematics uses symbols both as processes and concepts. The mathematically oriented student develops flexible ways of using them, but less successful students cling to the security of known procedures to get answers that are less suitable for thinking than flexible symbols which can also be considered as mathematical objects to be…
Descriptors: Cognitive Structures, Elementary Secondary Education, Equal Education, Mathematics Instruction
Peer reviewedThorburn, Pauline; Orton, Tony – Mathematics in School, 1990
Investigated was the learning of the mathematical uses of "more,""fewer," and "less" at a very early stage in the development of ideas. (CW)
Descriptors: Cognitive Development, Cognitive Structures, Conservation (Concept), Elementary Education
Peer reviewedPothier, Yvonne; Sawada, Daiyo – Mathematics in School, 1990
Student comments about having time in class to think and solve problems are presented. Stressed are teaching methods which allow students to familiarize themselves with the problem, think about solution processes, work through the solution process, and reflect while solving a problem. (CW)
Descriptors: Cognitive Development, Cognitive Structures, Learning Strategies, Mathematics Education
Peer reviewedEdmunds, Joy; Stoessiger, Rex – Mathematics in School, 1990
The contrast between the teaching of reading and mathematics is drawn. A new set of learning conditions for mathematics is presented based on a model of reading instruction. Immersion, demonstration, engagement, expectations, responsibility, use approximation, response, refinement, and outcomes are discussed. (CW)
Descriptors: Cognitive Development, Cognitive Structures, Elementary School Mathematics, Elementary Secondary Education
