By Stephen K. Reed
ISBN-10: 0585115125
ISBN-13: 9780585115122
ISBN-10: 0805826602
ISBN-13: 9780805826609
ISBN-10: 0805826610
ISBN-13: 9780805826616
Study by means of cognitive psychologists and arithmetic educators has frequently been compartmentalized by way of departmental limitations. Word Problems integrates this learn to teach its relevance to the talk at the reform of arithmetic education.
starting with different wisdom constructions that characterize rule studying and conceptual studying, the dialogue proceeds to the appliance of those principles to fixing observe difficulties. this can be via chapters on straight forward, multistep, and algebra difficulties, which learn similarities and changes within the cognitive talents required through scholars because the difficulties turn into extra complicated. the subsequent part, on abstracting, adapting, and representing recommendations, illustrates other ways during which options might be transferred to comparable difficulties. The final part makes a speciality of subject matters emphasised within the NCTM criteria and concludes with a bankruptcy that evaluates the various courses on curriculum reform.
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Additional info for Word Problems: Research and Curriculum Reform
Sample text
The changes included: • Self-explaining expository text rather than worked-out examples; • Focusing on declarative understanding of concepts (as assessed by question answering) rather than learning a procedural skill (as assessed by problem solving); • Using a different domain (biology instead of physics); • Using a different age group (eighth-graders instead of college students); and most important, • Prompting students for self-explanations rather than relying on spontaneous generation of self-explanations.
1972) could be explained by their British subjects’ personal knowledge about the postal rule and its counterexamples. S. rates were the same for sealed and unsealed letters. A more recent view, however, is more encouraging about our reasoning abilities than the memory retrieval explanation proposed by Griggs and Cox. According to this view, we possess pragmatic reasoning schemas that are general knowledge structures that enable us to reason about a variety of situations that can be interpreted by the schema (Cheng, Holyoak, Nisbett, & Oliver, 1986).
The similarity of the two solutions is represented at the bottom of the table by the convergence schema, in which the concepts are described more generally. The solutions to both problems require breaking up a large force so that weak forces can be simultaneously applied along multiple paths. Gick and Holyoak (1983) discovered that people were likely to form this more general schema if they read and compared two analogous stories before trying to solve the radiation problem. For example, some students read the military story and a story about forming a circle around an oil fire in order to use many small hoses to spray foam on the fire.
Word Problems: Research and Curriculum Reform by Stephen K. Reed
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