Describes the methodology for teaching cognitive self-direction (CSD) to preservice teachers, presenting an overview of the CSD model. The CSD curriculum model includes productive strategies such as modeling plus self-verbalization (goal-setting, guiding, and reinforcing behaviors). Benefits to preservice teacher education include improved lesson…

The possibility is raised of teaching reasoning strategies to students with learning disabilities using a curriculum designed around reasoning by analogy. The research base for such instruction is summarized. These principles of critical thinking are illustrated through examples including reading the newspaper, counseling situations, and content…

Presented are two teaching methods: an algorithm for determining area; and identifying cubic polynomials with three integral zeros, integral maximum and minimum points, and integral inflection points at the advanced placement calculus level. Examples for each are given. (CW)

Presented is the solution to a quadratic expression and a variety of comments regarding this situation and implications for problem-solving instruction. A strategy for approaching similar problem-solving situations is discussed. (CW)

Math teachers who spend most of their time lecturing at a chalkboard or assigning textbook problems are not reaching many students. To achieve math literacy goals, the National Council of Teachers of Mathematics encourages teachers to help students learn to value mathematics, gain confidence in their math abilities, and become good mathematical…

Describes approaches and benefits of having students make observations and inferences from tracking-pattern diagrams and actual tracks made in sandboxes. (PR)

Focuses on the effects of the application of two problem-solving techniques--metacognitive and heuristic--on the achievement of students in the computation of creative mathematics problems. Results indicate that there was a significant difference in the achievement of experimental and control groups. Contains 24 references. (Author/ASK)

Analyzes the notion of structuring resources and their role in shaping mathematical activity. Examines ways in which nurses conceptualize ratio and proportion problems and provides a case study of two nurses discussing conflicting strategies when monitoring the fluid balance of a patient. Draws out some implications for the design of viable…

Presents a review of 54 studies on math practices for students with learning disabilities. Validated practices included strategy and self-regulation interventions. Students benefited from step-by-step processes that guided their thinking and performance when solving math problems. The use of manipulative devices and drawings also were effective.…

Introduces a technique for developing tasks suitable for group investigation where students work from sets of numerical examples toward making generalizations. (ASK)

Describes the use of literature analysis with a social decision-making (SDM) paradigm in the English classroom to build problem-solving and decision-making skills among middle grade students. Provides an annotated bibliography of appropriate books, describes how to use an SDM paradigm to analyze literature, and answers common questions about the…

Describes an evaluation project that aimed to assess the potential of two elementary science specialists, as compared to elementary classroom teachers, to realize the reforms vision for science instruction in elementary classrooms. Indicates that specialists' views and practices were better aligned with those envisioned by current national reform…

Explains why it is important for chemistry educators to know about metacognition, provides some examples to illustrate main points, and discusses some instructional tools that have been employed to promote metacognition in introductory science courses. (Contains over 50 references.) (WRM)

Presents a conceptual foundation for using concept mapping as a cognitive learning strategy and as a method for assessing structural knowledge; reviews the growing body of research related to both applications. Describes some of the conceptual and empirical limitations of concept mapping. (Author/AEF)

Explores student ability to differentiate and make mappings between quantities in different domains before and after a relevant curricular experience. Contends that conceptual bootstrapping involves a multistepped mapping process that is facilitated through classroom dialog, problem solving, and instruction. (Author/DKM)