The purpose of the study was to investigate the effectiveness of teaching a three-step cognitive strategy (TIP) using the schema broadening procedures on functional mathematical problem solving skills of young adults with intellectual disability (ID). We randomly assigned 14 learners with ID to the control and experimental group before the…

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Based on the cognitive psychological theories of Vygotsky and Davydov, discusses the establishment of connections between mathematical elements, and the algorithmic rules that govern them, and children's spontaneous mathematical concepts. Presents examples that establish connections involving addition and subtraction, comparing numerical…

This volume attempts to bring together a collection of reports on the Geometric Supposer, a series of computer software environments which can be a tool for exploring particulars and generalizations in geometry. The book contains the following chapters: (1) "A Personal View of the Supposer: Reflections on Particularities and Generalities in…

Examines operations of generalization, identification, discrimination, and synthesis in mathematical concept development from early childhood to late adolescence according to Vygotsky's theory of development. (MDH)

Presents 13 examples in which the intuitive approach to solve the problem is often misleading. Presents analysis of these problems for five different sources of misleading intuitive generators: lack of analysis, unbalanced perception, improper analogy, improper generalization, and misuse of symmetry. (MDH)