This article presents a review of literature exploring five different perspectives on mathematical modeling in mathematics education. Because there is not a single agreed-on definition of what mathematical modeling is or how it should be done, a focused and extensive review of mathematical modeling is essential. The five broad classifications…

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…

From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and…

Learning in immersive virtual worlds (simulations and virtual worlds such as Second Life) could become a central learning approach in many curricula, but the socio-political impact of virtual world learning on higher education remains under-researched. Much of the recent research into learning in immersive virtual worlds centres around games and…

Discusses (1) neobehaviorist theory and analysis of response probability, (2) discrete models of qualitative changes in knowledge and stages of processing, and (3) programmed simulations of the detailed structure of knowledge and cognitive processes. Comments on the prospects for developing significant new understandings of learning during the…

In his new book, Reuven Feuerstein explains the program he has developed to improve human ability to learn and to solve problems. (Author/MLF)

This literature review of aspects of cognitive science (problem solving, metacognition, skill acquisition, situated cognition, and transfer) concludes with six principles for instructional design that enhances cognitive learning. (SK)

The focus of this paper is on cognitive science as a model for understanding the application of human skills toward effective problem-solving. Sections include: (1) "Introduction" (discussing information processing framework, expert-novice distinctions, schema theory, and learning process); (2) "Application: The Expert-Novice…

Two stages of skill development are: declarative (facts are interpreted) and procedural (knowledge is embodied in skill procedures). Knowledge compilation moves skills from the declarative to procedural stage in subprocesses of composition, which collapses sequences of productions into single productions, and proceduralization, which embeds…

Combined fading with the introduction of prompts designed to encourage learners to identify the underlying principle illustrated in each worked-out solution step. Across 2 experiments, this combination produced medium to large effects on near and far transfer without requiring additional time on task. Thus, the instructional procedure is highly…

Failure of most children to solve word problems beyond the simplest is seen to stem from two causes: failure to understand applied arithmetic and failure to relate problems to the real world. Relevant research is reviewed, and a route for new research is proposed. (MP)

A review of research and theory on cognitive processes and their relationship to instructional technique since the early 1970s looks at the contributions of schema theory and artificial intelligence and their instructional implications, including cognitive load theory, worked examples for learning problem solving, and physical vs. mental…

Recent research on human memory and cognition with particular emphasis on research that might have some promise for mathematics education is reviewed. The focus is on techniques for analyzing the mind in two areas: (1) the architecture of the human memory system, using the information processing model; and (2) the content and structure of…

Argues that thinking and problem solving should be taught as part of an interactive process between these cognitive abilities and the acquisition of domain-specific knowledge, rather than as add-ons to knowledge. (CMG)

Cognitive Flexibility (availability in the individual's repertoire of various strategies and ability to select those most effective to the required task) is suggested as an important individual-difference variable. Some methodological problems in the assessment of cognitive flexibility as related to human memory are discussed. (Editor/SJL)