The article reports aspects of the evolution of a teaching approach over repeated trials for beginning symbolic algebra. The teaching approach emphasized the structural similarity between arithmetic and algebraic expressions and aimed at supporting students in making a transition from arithmetic to beginning algebra. The study was conducted with…

The interactive effects between mathematical achievement and manipulative v symbolic instruction with junior high school students are examined in this report. Low-achieving students benefited more from a manipulative approach to logical connectives, whereas high achieving students found the symbolic approach to be more effective. (MP)

The Cognitive Education Project centered at the University of Alberta undertook a 3-year longitudinal evaluation of two cognitive education programs aimed at teaching thinking skills. The critical difference between the two experimental programs was that one, Feuerstein's Instrumental Enrichment (IE) method was taught out of curricular content,…