A series of discussions inspired by recent work on how students learn mathematics -- ideas that form the basis of the NCTM Standards. This series is intended to be an informative and sometimes provocative overview of the current research and thinking of some key researchers in mathematics education and educational psychology. Much of the work in this area indicates that the "traditional" classroom needs to be changed if more effective learning (i.e., learning that is more conceptual and less formulaic) is to take place. These summaries include implications for classroom practice.
Discussions:Mathematics in Everyday Situations . . . Lesh Common-Sense Questions . . . Polya Mathematics as an Ill-Structured Discipline . . . Resnick Cognitive Apprenticeship . . . Collins, et al. Interactive Learning . . . Brown, et al. Acquisition of Arithmetic . . . Ginsburg Knowing, doing, and teaching multiplication . . . Lampert Language and Mathematics . . . Cocking & Chipman Math Horizon . . . Ball Learning Fractions . . . Mack Strategy Acquisition and Application . . . Siegler & Jenkins Mathetics . . . Papert Understanding . . . Greeno and Riley Writing Math . . . Countryman Not Dumb . . . Tobias Teaching . . . Hiebert & Wearne Reasons for Studying . . . Nolen Metacognition . . . Schoenfeld (repost) Small group interactions . . . Yackel, Cobb, & Wood Project-Based Learning . . . Blumenfeld, P., Soloway, E.,
Newsgroup discussion - 16 May 1996 Classroom Conversation . . . Nicholls, J. & Hazzard, S.
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