Adult developmental mathematics students often work under great pressure to complete the mathematics sequences designed to help them achieve success (Bryk & Treisman, 2010). Results of a teaching experiment demonstrate how the ability to reason can be impeded by flaws in students' mental representations of mathematics. The earnestness of the…

Three- and four-year olds were asked to recall their own or another person's actions and to acknowledge the false belief upon which the action was based. They showed excellent recall of inappropriate actions based on a false belief, but failed to use the recalled action as a clue to acknowledge the false belief upon which it was based. (TJQ)

This study reports on the historical conceptualization among Finnish 12-13 year-olds who were given a projective task to yield historical thinking. The case study examines expressions the subjects used and which were studied qualitatively, using "chunks of meaning" as units of analysis, in regard to both their meaning- content and their…

This paper explores a framework for research on the development of the angle concept based on theories of abstraction. The framework suggests that children initially acquire a body of disconnected angle knowledge situated in everyday experiences, group the situations to form angle contexts, and then form an abstract angle concept. The framework is…

Describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations. Argues that a task-oriented interaction between propositional structures and mental models can help learners evaluate the consistency of their…