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Showing 1 to 15 of 61 results Save | Export
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de Roock, Roberto Santiago; Baildon, Mark – Cognition and Instruction, 2019
There is a great need for interrogating the politics of science, technology, engineering, and mathematics (STEM) learning at a global level and for STEM literacies that include robust sociopolitical analysis. This article analyzes neoliberal underpinnings of STEM discourse on an online portal created for pedagogic use with primary and secondary…
Descriptors: Foreign Countries, STEM Education, Neoliberalism, Citizenship Education
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Shah, Niral; Lewis, Colleen M. – Cognition and Instruction, 2019
Research on collaborative learning has focused on its potential to foster successful problem solving. Less attention, though, has been given to issues of equity. In this article, we investigate how inequity can become amplified and attenuated within collaborative learning through small interactional moves that accumulate to produce broader…
Descriptors: Cooperative Learning, Computer Science Education, Student Participation, Elementary School Students
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Morra, Sergio; Bisagno, Elisa; Caviola, Sara; Delfante, Chiara; Mammarella, Irene Cristina – Cognition and Instruction, 2019
This article reconsiders Case's theory of central conceptual structures (CCS), examining the relation between working memory and the acquisition of quantitative CCS. The lead hypothesis is that the development of working memory capacity shapes the development of quantitative concepts (whole and rational numbers). Study I, with 779 children from…
Descriptors: Short Term Memory, Concept Formation, Children, Early Adolescents
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Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy – Cognition and Instruction, 2018
Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…
Descriptors: Academic Achievement, Mathematics Education, Algebra, Research and Development
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Harlow, Danielle B.; Dwyer, Hilary A.; Hansen, Alexandria K.; Iveland, Ashley O.; Franklin, Diana M. – Cognition and Instruction, 2018
This article integrates an ecological approach and design-based research in computer science education research by following the simultaneous development of a computer programming environment and curriculum for elementary school age children over 2-1/2 years. We studied the alignment of the affordances provided by the programming environment and…
Descriptors: Computer Science Education, Elementary School Students, Programming, Scaffolding (Teaching Technique)
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Sun, Jingjng; Anderson, Richard C.; Perry, Michelle; Lin, Tzu-Jung – Cognition and Instruction, 2017
Social skills involved in leadership were examined in a problem-solving activity in which 252 Chinese 5th-graders worked in small groups on a spatial-reasoning puzzle. Results showed that students who engaged in peer-managed small-group discussions of stories prior to problem solving produced significantly better solutions and initiated…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Cooperative Learning
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Chen, Ying-Chih; Park, Soonhye; Hand, Brian – Cognition and Instruction, 2016
This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: "Talk only," "writing only," "use of talk and writing in sequence," and "use of talk and writing simultaneously." This study aimed to examine how each…
Descriptors: Science Instruction, Discussion (Teaching Technique), Writing (Composition), Teaching Methods
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Loughlin, Sandra; Grossnickle, Emily; Dinsmore, Daniel; Alexander, Patricia – Cognition and Instruction, 2015
Art-based reading instruction and interventions for elementary and middle school students are growing in popularity despite scant theoretical rationale and empirical research support. This study explored the degree to which painting comprehension processes map onto text comprehension processes in this population. In particular, we used think aloud…
Descriptors: Reading Instruction, Art Education, Painting (Visual Arts), Elementary School Students
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Tsang, Jessica M.; Blair, Kristen P.; Bofferding, Laura; Schwartz, Daniel L. – Cognition and Instruction, 2015
How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a…
Descriptors: Neurological Organization, Mathematics Instruction, Numbers, Grade 4
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Earnest, Darrell – Cognition and Instruction, 2015
This article reports on students' problem-solving approaches across three representations--number lines, coordinate planes, and function graphs--the axes of which conventional mathematics treats in terms of consistent geometric and numeric coordinations. I consider these representations to be a part of a "hierarchical representational…
Descriptors: Problem Solving, Mathematics Instruction, Graphs, Numbers
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Obersteiner, Andreas; Reiss, Kristina; Ufer, Stefan; Luwel, Koen; Verschaffel, Lieven – Cognition and Instruction, 2014
External number representations are commonly used throughout the first years of instruction. The twenty-frame is a grid that contains two rows of 10 dots each, and within each row, dots are organized in two groups of five. The assumption is that children can make use of these structures for enumerating the dots, rather than relying on one-by-one…
Descriptors: Grade 1, Elementary School Students, Numbers, Number Concepts
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Ni, Yujing; Zhou, Dehui; Li, Xiaoqing; Li, Qiong – Cognition and Instruction, 2014
This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order…
Descriptors: Teacher Student Relationship, Cognitive Ability, Task Analysis, Mathematics Instruction
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Baroody, Arthur J.; Purpura, David J.; Eiland, Michael D.; Reid, Erin E. – Cognition and Instruction, 2014
Achieving fluency with basic subtraction and add-with-8 or -9 combinations is difficult for primary grade children. A 9-month training experiment entailed evaluating the efficacy of software designed to promote such fluency via guided learning of reasoning strategies. Seventy-five eligible first graders were randomly assigned to one of three…
Descriptors: Arithmetic, Thinking Skills, Elementary School Students, Grade 1
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McMullen, Jake; Hannula-Sormunen, Minna M.; Lehtinen, Erno – Cognition and Instruction, 2014
While preschool-aged children display some skills with quantitative relations, later learning of related fraction concepts is difficult for many students. We present two studies that investigate young children's tendency of Spontaneous Focusing On quantitative Relations (SFOR), which may help explain individual differences in the development of…
Descriptors: Preschool Children, Individual Differences, Arithmetic, Case Studies
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Smith, John P., III; Males, Lorraine M.; Dietiker, Leslie C.; Lee, KoSze; Mosier, Aaron – Cognition and Instruction, 2013
Extensive research has shown that elementary students struggle to learn the basic principles of length measurement. However, where patterns of errors have been documented, the origins of students' difficulties have not been identified. This study investigated the hypothesis that written elementary mathematics curricula contribute to the…
Descriptors: Measurement, Elementary School Mathematics, Primary Education, Mathematical Concepts
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