Discusses the cognitive behavior of young children as it applies to the concept of cognitive styles. Encompasses the field-dependence-independence dimension of cognitive style theory and the intellectual aspects and modifiability of cognitive style. (RJC)

Twenty-three children in each of 2 first-grade classrooms were observed as they worked in pairs with the computer language Logo in a learning-by-discovery context. Describes children's behaviors related to planning, correction of errors, reflection, causality, and procedure-writing. (RJC)

Observed four fifth-graders who collaboratively solved problems integrating concepts related to fractions and area. Compared features of learning through peer collaboration with teacher-directed learning, including whole solution versus component parts, appropriation versus scaffolding, analysis versus synthesis, conflict versus errorless…

Uses work on children's counting schemes and a radical constructivist orientation to describe the development of computer microworlds for the teaching of rational numbers. Suggests that the design of complex software systems needs a strong theoretical background to provide direction for the design. Suggests that computer environments are the…

Uses the constructivist principle of active learning to explore the possibly essential elements in transforming a cognitive play activity into mathematical activity. Suggests that for such transformation to occur, cognitive play activity must involve operations of intelligence that, yield situations of mathematical schemes. Illustrates the…

Comments on the Fractions Project presented in this same issue. Discusses two major ideas: the construction of mathematics of children and its basis and playful actions as a basis for mathematical actions. Highlights the understanding of children's mathematical concepts and schemes as they grow and are organized in the context of computer…

Comments on the Fraction Project presented in this same issue. Examines the choice of appropriate perspectives on the phenomena induced and observed and the generalizability of the results. Investigates the phenomena as involving student attunement to constraints built into the computer-based learning environments and in terms of explicit…

Comments on the Fraction Project presented in this same issue. Suggests that it has uncovered many implications for instruction. However, there are limitations as the proposed setting is restricted by the present school circumstances. Concludes that better learning will not come from finding better ways for teachers to instruct but from giving the…

Interprets and contrasts children's mathematical interaction from the points of view of radical constructivism and of Soviet activity theory. Proposes a superseding model based on the interrelations between the basic sequence of actions and perturbation and the interaction of constructs. Supports the model by describing how children used…

Proposes a new model of children's mathematics by composing aspects of the Fraction Project and critiques presented in the same issue. Argues that computer microworlds provide children with dynamic learning environments in which they are the primary actors and teachers with a medium for interact with children's mathematics while trying to maintain…

Investigated development of ability to recognize, anticipate, and plan the replay of recorded action sequences. Effects of an educational intervention on this ability were evaluated for two- to five-year olds. Results suggest that representational competence is a teachable concept and that a complex mediating structure allows children to…