Cognitive development of eighth-grade students, as identified by Jean Piaget, occurs during a time when many of them are transitioning between concrete operations and formal operations where the ability to think in abstract concepts becomes possible. Because of this period of transition, many eighth-grade students find difficulty in demonstrating…

This study investigates the implementation of the learning management model based on cognitive development theory to enhance mathematical problem-solving ability for Prathomsuksa 6 students. The sample group assigned by cluster random sampling was thirty Prathomsuksa 6 students of Chumchon Yot Kaeng Songkhro School. The research instruments…

Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer…

Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…

The purpose of the study was to investigate the effectiveness of teaching a three-step cognitive strategy (TIP) using the schema broadening procedures on functional mathematical problem solving skills of young adults with intellectual disability (ID). We randomly assigned 14 learners with ID to the control and experimental group before the…

Bayesian orthodoxy posits a tight relationship between conditional probability and updating. Namely, the probability of an event "A" after learning "B" should equal the conditional probability of "A" given "B" prior to learning "B". We examine whether ordinary judgment conforms to the orthodox view. In three experiments we found substantial…

The purpose of this study was to determine if online reflections through social networking affect students' sense of community and levels of perceived conceptual learning in Algebra I courses. Social constructivism, connectivism, and computer-mediated communication in relation to reflective practices form the theoretical and practical framework…

Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed…

This study investigated the geometric cognitive growth of pre-service mathematics teachers in terms of the Van Hiele levels in a technology-enriched environment, as opposed to that of students in a learning environment without any technological enhancements. In order to investigate this, a quasi-experimental non-equivalent comparison group design…

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'…

The study reported in this article examined relations between ethnicity, out-of-school activities, and arithmetical achievements in Latin American and Korean American children in first, second, and third grades. Three types of data were collected: parents' educational attitudes and beliefs, parents' reports of children's everyday activities with…