Mathematics and Science Learning: A New Conception

Resnick, Lauren B.

doi:10.1126/science.220.4596.477

Cited by 329 publications

(174 citation statements)

References 7 publications

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“…A short paper published in Science last April (Resnick, 1983) asserts that "recent findings in cognitive science suggest new approaches to teaching in science and mathematics" (p. 477), but the examples given, when expressed in noncognitive style, are simply these: (a) Students learn about the world in "naive" ways before they study science; (b) naive theories interfere with learning scientific theories; (c) we should therefore teach science as early as possible; (d) many problems are not solved exclusively with mathematics; qualitative experience is important; (e) students learn more than isolated facts; they learn how facts are related to each other; and (f) students relate what they are learning to what they already know. If these are recent findings, where has cognitive science been?…”

Section: Psychological Roadblocksmentioning

confidence: 99%

The shame of American education.

Skinner¹

1984

American Psychologist

167

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Section: Psychological Roadblocksmentioning

confidence: 99%

The shame of American education.

Skinner¹

1984

American Psychologist

167

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“…Dickson, Brown ve Gibson (1984) ve Resnick (1983) çalışmalarında, öğrencilerin çıkarma işleminde en çok küçük sayılardan büyük sayıları çıkarırken zorluk yaşadıklarını ifade etmişlerdir. Araştırmacılar bu hatayı, çıkarmaya ilk geçişte öğrencinin sürekli büyük sayıdan küçük sayıyı çıkarması gerektiğini düşünmesi ile ilişkilendirmişlerdir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Examination of Addition and Subtraction Performances of Students with and without Learning Disabilities

Kumaş¹,

Ergül²

2017

IOJES

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In this study, addition and subtraction performances of students experiencing learning disability, mathematics difficulties, and typical development were examined. The study group was consisted of 30 students with learning disability, 30 with mathematic difficulties, and 30 with typical development. All participants attended third grade. Relational screening model was utilized for research purposes. A tool including 14 addition and subtraction questions developed by the researcher was used to gather data. Obtained data was analyzed through one-way analysis of variance. Results showed that in written operations, students with learning disabilities and with mathematics difficulties performed more slowly, had lower scores, and made more errors compared to those with typical development. In terms of comparing the types of errors made by students in written, all students seemed to make similar errors. © 2017 IOJES. All rights reservedKeywords 1 : learning disability, mathematics difficulties, addition and subtraction, error patterns Extended SummaryA learning disability mostly appearing as academic failure is connected to the problems experienced in the processes of auditory and visual perception, attention, memory, language development and learning using the cognitive strategies and the information processing systems (Glago, Mastropieri and Scruggs, 2009). There is a significant difference between the academic achievement and the learning potential of the individuals with learning disabilities and the difference continues although the appropriate learning experiences are provided (Bateman, 1992).Several studies have focused on academic difficulties experienced by students with learning disabilities. However, most of these studies concentrate on students' reading and writing problems while their difficulties in mathematics-related skills are overlooked. Moreover, recent research suggests that students with learning disabilities suffer from difficulties not only in literacy, but in mathematics as well (Hanich, Jordan, Kaplan and Dick, 2001). Approximately 25% of the students with learning disabilities were reported to have difficulties in acquiring the mathematics abilities (Miller, Butler and Lee, 1998;Rivera, 1997). Students having difficulties in learning mathematics are described under the term mathematics learning disabilities. Although they are a heterogeneous group, they show similar difficulties in some areas. The most common difficulties they experience have been reported to be difficulty in time and place-direction concepts, failure to solve the problems requiring counting operation, using immature or inappropriate strategies, solving the operations 1 Corresponding author's address:

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“…Wenglinsky (1998) found evidence that using technology can support mathematics learning but contends that constructivist applications had a more positive effect on math achievement than traditional uses of drill and practice software. Additionally, research has shown that teaching students mathematics conceptually rather than algorithmically leads to a deeper understanding of the content (Resnick, 1983;Kilpatrick, 2001;Ogbuehi, 2007). This deep conceptual understanding of elementary and middle school mathematics content is crucial for students to be successful in high school mathematics and beyond (Kilpatrick, 2001).…”

Section: The Role Of Technology In Teachingmentioning

confidence: 99%

Math Snacks: Using Animations and Games to Fill the Gaps in Mathematics

Valdez

Trujillo

Wiburg

2013

JCT

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Math Snacks animations and support materials were developed for use on the web and mobile technologies to teach ratio, proportion, scale factor, and number line concepts using a multi-modal approach. Included in Math Snacks are: Animations which promote the visualization of a concept image; written lessons which provide cognitive complexity for understanding; and active, situated learning activities to facilitate memorable experiences to deepen comprehension. This pilot study compared pre-post test gains for 460 sixth and seventh grade students enrolled in nine different classrooms. In five of the nine classrooms, teachers utilized the Teacher Guide that corresponded with the five Math Snacks animations and one game and in four classrooms teachers used the same Math Snacks animations and one game, but were free to develop their own lessons using available online resources. Results showed moderate and significant pre-post test gains for all six grade students. However, significant gains for seventh grade students were shown only for classrooms where the teacher Guide was used. While it appears that the use of Teacher Guide is useful only for seventh grade, such a conclusion is premature given the small number of classrooms and the exploratory nature of this investigation. Further analyses of moderator variables (e.g., instructional fidelity, learner characteristics) are certainly necessary.

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Mathematics and Science Learning: A New Conception

Abstract: Findings in cognitive science suggest new approaches to teaching in science and mathematics.

Cited by 329 publications

References 7 publications

The shame of American education.

The shame of American education.

Examination of Addition and Subtraction Performances of Students with and without Learning Disabilities

Math Snacks: Using Animations and Games to Fill the Gaps in Mathematics

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