Examples from some area tasks indicate that misconceptions about linear measurement can be carried over to area measurement; children will occasionally count points rather than length units or area units. (MP)

Suggests that students who reason with only concrete thinking patterns may become formal thinkers through the use of the following instructional pattern: (1) the introduction of an undifferentiated whole, (2) differentiation of the whole through concrete experiences, (3) invention of symbolic notation, (4) application of concepts which lead to…

Tested was the hypothesis that science instruction based on task analysis will lead to the acquisition of the ability to perform certain Piaget volume tasks which have been characterized as requiring formal operations for their solutions. A Test on Formal Operations and a Learning Hierarchies Test were given to fourth- and sixth-grade students in…

Different types of understandings are presented as different facets of the development of the mental processes. (MP)

REPORTED IS THE DETERMINATION OF THE RELATIVE EFFECTIVENESS OF TWO METHODS OF INSTRUCTION IN TEACHING CLASSIFICATIONAL CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE TO ELEMENTARY SCHOOL CHILDREN. THROUGH TEACHER-DIRECTED DEMONSTRATION-DISCUSSION, STUDENTS IN GRADES 2-6 WERE INSTRUCTED IN THE CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE WITH THE…

THE EFFECT OF PLANNED GUIDANCE ON THE PROBLEM-SOLVING BEHAVIOR OF ELEMENTARY STUDENTS WAS INVESTIGATED. FACTORS RELATED TO CHANGES IN PROBLEM-SOLVING BEHAVIORS WERE IDENTIFIED. APPROXIMATELY 50 PERCENT OF THE SIXTH-GRADE STUDENTS INCLUDED IN THE STUDY WERE GIVEN INQUIRY TRAINING 30 TO 60 MINUTES DAILY FOR 3 WEEKS. AN INVENTORY OF SCIENCE PROCESSES…

Discussed are difficulties which occur while the student is using mathematical induction as a tool to prove theorems. An appropriate approach is suggested. (MP)

An algebra test was constructed within a Piagetian framework. Results of a selection of the test items are given and discussed. (MP)

Students who viewed demonstrations or manipulated apparatus understood the relational concepts (of the form a/b = a'/b') of speed, force, and work better than a control group, but did not differ significantly from each other. (AL)

Some of the literature related to preschool mathematical experiences and their effect on the development of how the child perceives the relationships of mathematics is reviewed. (MP)

A model for learning and teaching mathematics is described which focuses on the relationships between mathematical concepts, the psychology of the learner, and instruction. The model distinguishes between figural and operational concepts and the types of abstraction (simple vs. reflective) needed to comprehend these concepts, that is, to…

The author argues that the input-output model of learning is inadequate for those who believe education is to produce persons who can solve problems in a particular area. He suggests that the act of learning be examined rather than the products of an educational experience. Piaget's mental-structures model of learning is then discussed along with…

The inclusion of probability in the school curriculum is argued to be justified on mathematical, psychological, and social grounds. Contemporary teaching approaches are suggested as sufficient. (MP)

Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

The development of numeracy is discussed as being an important aspect of the learning process. (MP)