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Grobecker, Betsey – Learning Disability Quarterly, 2000
This article describes constructivist principles of learning in geometry specific to children's imaginal anticipations in line measurement and fractions. Application with seven sixth grade students with learning disabilities found that students had difficulty coordinating and imagining second-order and higher nested relationships that could be…
Descriptors: Abstract Reasoning, Constructivism (Learning), Fractions, Grade 6
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Grobecker, Betsey; De Lisi, Richard – Learning Disability Quarterly, 2000
This study compared the spatial-geometrical abilities of 85 students (ages 5-13) with learning disabilities (LD) and 94 children without LD, matched for IQ and age. Generally, students with LD did not perform as well as same-aged students without LD, suggesting that LD students experience delayed development in this general spatial-cognitive…
Descriptors: Abstract Reasoning, Cognitive Ability, Concept Formation, Elementary Education
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Grobecker, Betsey; Lawrence, Frank – Learning Disability Quarterly, 2000
Twenty-seven children (ages 7-10) with learning disabilities and 42 controls were tested on three different mathematics tasks. Significantly more controls abstracted composite unit structures suggestive of operational logic on modified nonverbal and associativity of length tasks. On a flash card task, children with learning disabilities achieved…
Descriptors: Cognitive Processes, Computation, Elementary Education, Learning Disabilities
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Grobecker, Betsey – Learning Disability Quarterly, 1999
Twenty-nine children with learning disabilities (LD) in grades 2 and 4 through 7 were compared with children without LD for their development of proportional structures of thought. Significantly fewer children with LD had constructed second-order logical structures necessary to act on problems using multiplicative and preproportional reasoning.…
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Comparative Analysis
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Grobecker, Betsey – Learning Disability Quarterly, 1996
Learning differences or disabilities can be best understood and addressed within the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Learning differences manifest themselves in the spirals of mental structuring activity that guide relational thinking. Such a perspective focuses on…
Descriptors: Cognitive Processes, Cognitive Structures, Constructivism (Learning), Elementary Secondary Education
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Grobecker, Betsey – Learning Disability Quarterly, 1998
Questions the validity of current reductionist assumptions concerning learning differences and proposes a new science of life based on dynamic, transforming, hierarchically organized systems of energy. This view of cognition is related to Piaget's insights, which are extended to include a view of learning differences consistent with these…
Descriptors: Cognitive Development, Cognitive Processes, Individual Differences, Learning Disabilities
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Grobecker, Betsey – Learning Disability Quarterly, 1997
Comparison of elementary grade students with (N=42) or without (N=42) learning disabilities (LD) on their logical-mathematical structures of thought found that, though both groups generated grouping relationships, children with LD tendered to generate solutions showing less coordinated structures of thought. For both groups, scores on the…
Descriptors: Abstract Reasoning, Cognitive Development, Educational Testing, Elementary Education
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Grobecker, Betsey – Learning Disability Quarterly, 1999
Discusses recent recommendations for reform in mathematics education advocated by the National Council of Teachers of Mathematics as they relate to the needs of students with learning differences. Notes that the constructivist theory on which the recommendations are based have different philosophical premises than the information-processing…
Descriptors: Cognitive Processes, Constructivism (Learning), Educational Change, Educational Philosophy