Think-aloud interviews have been a valuable but underused tool in statistics education research. Think-alouds, in which students narrate their reasoning in real time while solving problems, differ in important ways from other types of cognitive interviews and related education research methods. Beyond the uses already found in the statistics…

Measures of teacher mathematical knowledge are notoriously difficult to develop (e.g., Orrill et al., 2015). This is in part because of the multidimensional nature of teacher knowledge. As part of two separate projects being undertaken by this research team, we have attempted to write assessments of teacher pedagogical content knowledge (PCK) in…

This paper presents a research framework for investigating the role of language use in mathematics learning. The paper draws on the wider M[superscript 2]EID study, which explores whether differences in languages (English and Irish) and their use by bilingual mathematical students have a differential impact on their mathematics meta-level…

Consistent with common core state standards and recent legislation such as the Every Student Succeeds Act, middle level teachers are establishing high expectations for all students. Middle level students are expected to make connections among topics, cite evidence from text, and engage in higher level thinking skills across subject areas. Often,…

Learning depends on the effective use of basic cognitive processes such as memory and attention, but for optimal learning, learners also need to have awareness of, and control over, these cognitive processes. The literal meaning of metacognition is cognition about cognition or, more informally, thinking about your thinking: a good starting point…

Close Reading is a strategy that can be used when reading challenging text. This strategy requires teachers to provide scaffolding, and create opportunities for think-alouds and rereading of text in order to help students become active readers who focus on finding text-based support for their answers. In addition, teachers must also be aware of…

Metacognition is a type of thinking in which learners think about their own cognitive processes. Because it transcends disciplines and grade levels, metacognition is useful in many educational settings and can be transferred from the music classroom to other subject areas. Music educators can promote metacognition by designing and implementing…

The authors describe several types of classroom assessment techniques (CATs) and cognitive scaffolding procedures that they have developed over the years. They then bring the procedures together in a sample lecture/group learning class presentation.

This article shares findings of how two third-grade children who have systematically studied history in grades K-3 analyzed historical sources on a topic about which they had no prior knowledge. In think-aloud interviews, the children analyzed written documents on the 1887 Dawes Severalty Act. One of the children, who tested on the third-grade…

Problem solving, reasoning, and analytical thinking are defined and described as teachable repertoires. This paper describes work performed at a school serving special needs children, Morningside Academy, that has resulted in specific procedures developed over the past 15 years. These procedures include modifying "Think Aloud Pair Problem…

"Contextualization", the act of placing events in a proper context, allows teachers to weave a rich, dynamic portrait of a historical period for their students. As teachers strive to identify enduring themes and patterns, they must teach students to appreciate the particular policies, institutions, worldviews, and circumstances that shape a given…

The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived…

Generally, teachers are good students. Most know how to successfully address a variety of academic tasks demands. Many know how to compensate for any personal weaknesses they have with specific skills. Sometimes teachers are such good students that they forgot what it was like to struggle to learn something. Unfortunately, students with emotional…

The purpose of this article is to provide teachers with examples of how to perform effective think-alouds. Twelve think-alouds are described. A rationale for their use in kindergarten through grade 5 is also included. In addition, this article was designed to provide teachers with lessons and activities to assist students in developing the ability…

Discussion of differences between problem-solving techniques of novices and experts suggests that both the experts' mental model and common novice problems can be derived from analyses of several expert and novice protocols. Three instructional strategies based on these differences are discussed, including the use of a computer simulation to solve…