The importance of educational psychologists' (EPs') skills to the formulation of evidence-based educational strategies, as well as in response to learning difficulties, is demonstrated here in relation to mathematical problem solving. Initiatives to improve the link between mathematical skills from school to everyday life have drawn significantly on problem solving tasks. Through critical evaluation of research, the relevance of visualisation methods and working memory to problem solving is considered within this article. Studies suggest that differences exist in the effectiveness of particular visualisation methods, but that training can improve their utility and thereby problem solving performance. Additionally, differences between individuals and contexts can influence visualisation use, and some pupils experience specific difficulties in this area. Recommendations are made to enhance the teaching of visualisation as a strategy for problem solving, and to support those pupils with specific difficulties.
The assumed extreme rarity of absolute pitch (AP), sometimes known as “perfect pitch”, is not supported by empirical evidence. Instead, studies indicate a prevalence of at least 4% for music students, making AP of potential importance to everyday music education. Considerable scientific curiosity about AP exists, though rarely have research findings been practically applied to music education. This review looks at the evidence of the origins of AP and of the distinct neurological, language and cognitive features of possessors, and considers the relevance of these to music students. The absence of systematically gathered data from those with AP about their experiences is discussed, and implications for the educational needs of this group considered.
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