In a longitudinal study of 496 students in 27 self-contained German elementary school classrooms, performance in mathematical word problems and arithmetic tasks was measured at the end of Grades 2 and 3. A questionnaire was used to assess the degree to which teachers' pedagogical content beliefs in elementary mathematics reflect a cognitive constructivist orientation, rather than an associationist or direct-transmission view of learning and teaching. Our findings show that a cognitive constructivist orientation was associated with larger achievement gains in mathematical word problems. Moreover, teachers with a direct transmission view were not more successful than teachers with a cognitive constructivist orientation in fostering students' computational proficiency.
Candidates should be members of APA and should be available to start receiving manuscripts in the fall of 1999. The successful candidate will assist the APA P&C Board in refining the scope of coverage for Emotion; it is anticipated that this will be a broad-based multidisciplinary journal that includes articles focused on emotion representing neuroscience, developmental, clinical, social, and cultural approaches and articles focused on emotion dealing with not only the psychological, social, and biological aspects of emotion, but also neuropsychological and developmental studies. Please note that the P&C Board encourages participation by members of underrepresented groups in the publication process and would particularly welcome such nominees. Self-nominees are also encouraged. To nominate candidates, prepare a statement of one page or less in support of each candidate. The members of the search committee are Janet Shibley Hyde, PhD (search chair); Joseph J. Carnpos, PhD;
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