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Wood, Terry – Educational Studies in Mathematics, 1996
To understand an individual student's learning in the complexity of the mathematics classroom, it is necessary to examine the events before, during, and after learning. To illustrate, the process by which two children each construct new mathematical meanings is examined from these perspectives. (Author/MKR)
Descriptors: Classroom Environment, Cognitive Structures, Elementary Education, Elementary School Students

Kang, Wan; Kilpatrick, Jeremy – For the Learning of Mathematics, 1992
Didactic transposition theory asserts that bodies of knowledge are designed not to be taught but to be used. Discusses didactic transposition, the transposition of knowledge regarded as a tool to be used to knowledge as something to be learned in mathematics textbooks. (14 references) (MDH)
Descriptors: Classroom Environment, Cognitive Processes, Cognitive Structures, Elementary Secondary Education

Miller, Susan Peterson; And Others – LD Forum, 1996
This article discusses ways to improve mathematics performance of students with learning disabilities through cognitive strategies instruction. Principles of a strategic classroom environment are explained, such as involving students in goalsetting and providing advance organizers. Three specific strategies for math instruction are described:…
Descriptors: Classroom Environment, Classroom Techniques, Cognitive Processes, Cognitive Structures

Ellerton, Nerida; Clements, M. A. – Mathematics Education Research Journal, 1992
Reviews the radical constructivism movement in mathematics education. Benefits identified include learner ownership of mathematical learning; importance of social interaction; and identification of principles for improving mathematics teaching and learning. Weaknesses identified include overzealousness of some radical constructivists; downplaying…
Descriptors: Classroom Environment, Cognitive Development, Cognitive Structures, Constructivism (Learning)
Yackel, Erna; Bowers, Janet – 1997
This paper examines students' mathematics learning in a social context as two versions of an instructional sequence designed to facilitate students' development of a conceptual foundation for place-value numeration are enacted in two third grade classrooms. The same instructional sequence is used in each classroom with the regular classroom…
Descriptors: Action Research, Case Studies, Classroom Environment, Cognitive Structures