While AI has become more prevalent in our society than ever, many young learners are found holding various naive, erroneous conceptions of AI due to the influence of their technology and media environments. To address this issue, this study seeks to propose a novel pedagogical solution to improve upper-elementary school students' scientific…

Examines ways in which the varying degrees of distance that occur in drama may help children to engage in more abstract levels of thought and language. (HTH)

Describes a study in which 383 children in grades 1 through 5 were individually interviewed to find out at what point they construct unit iteration out of transitive reasoning. Indicates that most children construct unit iteration out of transitive reasoning by fourth grade. Suggests a better approach to the teaching of measurement that presents…

Analyzes the attitudes teachers hold about the use of abstractions in children's writing and examines some of the diction teachers impose on students in the name of concreteness. (RB)

Details a study that assessed two experimental approaches to improving reading comprehension among fourth grade children--one involving training in syllogistic reasoning and the other using comprehension questions--and concludes that neither approach was effective. (FL)

Shows how a teacher's questions and responses have positive impact on student comprehension. (MKM)

Mathematical games designed for children from kindergarten to grade five using buttons as counters are described. Each game description includes a brief discussion of the number and mathematical concepts it teaches. (JD)

Outlines four steps that can be used in conscious comprehension training, i.e., a process by which students can knowingly identify that thinking process as one, among others, which they can apply in many situations. (HOD)

Describes a model for generative teaching of comprehension that focuses on students' knowledge base and preconceptions; motivation; attention; and generation of new models and explanations. Generative teaching procedures for facilitating comprehension in elementary school are reported. (Author/LB)

Discusses students' inability to make the connection between manipulative materials and pencil-and-paper calculations in mathematics instruction. Outlines the development of mathematical ideas through the concrete, representational, and abstract phases of instruction. An annotated bibliography listing teacher resources for representational-level…

Author attempted to outline a concept of logic that involves standards of correct reasoning as well as some idea of how these might be carried out in a classroom. (Author/RK)

"In Brief" focuses on K-12 mathematics and science research and implications for policymakers, educators, and researchers seeking to improve student learning and achievement This brief highlights the learning gains of 240 elementary students involved in a long-term study in Madison, Wisconsin and their remarkable ability to reason with arithmetic…

This article discusses the feasibility of and the skills needed for teaching basic economic concepts such as supply and demand in an informal learning situation, in this case the simulation of an economic system based on barter. (CJ)

Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)

This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…