Education plays a central role in preparing young people to engage thoughtfully in civic and community issues and to wrestle with complex dilemmas in the public domain. As a democracy, our system of governance offers multiple pathways through which people living in the country can influence how civic issues and dilemmas are addressed.…

This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research…

This review is intended to point out the role played by motor skills proficiency in the academic achievement of typically and atypically developing pupils who are attending primary school. First, the interplay between motor and cognitive development will be presented. Next, the cognitive phenotype, not yet deeply investigated, of a…

The article reviews the theories of R. Feuerstein and his instrumental enrichment curriculum designed to furnish tools for thinking and considers implications for students with learning difficulties. (CL)

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

Archaeology and cultural anthropology show that humans developed many discrete skills (social, technological, natural history, and language intelligence) over the past million years, but only recently have combined these into "broad" intelligence. Understanding learning is a key issue. Metacognition, the ability to consider one's…

Reported are studies which investigate children's understandings of concepts of symmetry and topology, area measure, limit and function, and logical inference. In each case, the mathematical concepts are analyzed in terms of their conceptual foundations. Tasks were created or adapted for testing the subconcepts at appropriate grade levels from K…

The question of how Piaget selects mathematical concepts for his theory is addressed as a problem which may have contributed to a misinterpretation of the relevance of conservation studies for mathematics education. A new form of pseudo-conservation is discussed in which nonconservers of length are able to pick out strips of equal length from an…

Recommendations for teaching problem solving stem from a discussion of the differences in the functioning of the left and right hemispheres of a person's brain. (JT)

The practices emphasizing learning, reasoning and achieving the solutions in mathematics helps the students to develop their own understanding of the content. The development and understanding concepts of learning mathematics in elementary and middle schools in United States are discussed.

Explored the relationship between knowing how to think and teaching students to think. The findings indicated that development of pupil's intellectual capacities depend on an adequate assimilation of general methods of thinking and that psychology, logic, and pedagogy can today provide the teacher with the technical resources necessary to make…

The author argues that mathematics educators are not optimistic enough about their own professionalism as teachers or the learning capacities of their pupils. He expands on the negative effects of pessimism in relation to education. (MN)

Briefly explains Piaget's theory of intellectual development and its implications for teachers. (LS)

The limitations in mathematics learning ability inherent in the logical thinking of elementary and junior high students, and the broad spectrum of activities directly affected by these limitations, are discussed. (DT)

The effects of massed, distributed, and spaced trials sequencing on the learning of handicapped and nonhandicapped individuals for both cognitive and motor tasks are discussed. Implications for the application of the research findings to the classroom for the severely handicapped individual are presented. (Author)