The key to understanding the development of student misconceptions is to ask students to explain their thinking. Time constraints of classroom teaching make it difficult to consult with each and every individual student about their thought processes. However, when a particular error keeps surfacing, simply marking the response as incorrect will…

The purpose of this study was to examine preservice mathematics teachers' knowledge about common (mis)conceptions and difficulties of elementary students. In addition, it was aimed to investigate preservice teachers' knowledge about the possible sources of these misconception/difficulties, and their suggested strategies to overcome those…

Shares the thinking of one seventh-grade student about his discovery concerning Pythagorean triples during the study of the Pythagorean theorem. (MKR)

Explored the nature of a seventh grade teacher's reflections on instruction during university seminars and in her classroom. Analyzes three major orientations that guided the teacher's reflections regarding instructional improvement. Described the ways that the teacher expressed "new comprehension" of teaching and the ways that this new…

This project was designed to: (1) assess 7th-graders' metacognitive beliefs and processes and investigate how they affect problem-solving behaviors; and (2) explore the extent to which these students can be taught to be more strategic and aware of their own problem-solving behaviors. The primary assessment was conducted by analyzing video tapes of…

A survey study asked Australian experienced teachers during workshops to rate what they believed to be the most difficult aspects of mathematics in grades seven and eight. Problem solving, number sense, and rational numbers were rated as most difficult. The research question provided a catalyst for action in professional development programs. (MDH)

This paper contains a variety of instructional strategies and a review of research related to different learning styles. A learning styles inventory, style profiles, and information regarding some types of activities for students with different learning styles are included. Two sample lesson plans introduce and describe the inductive learning…

Reports on a study where pairs of students in the fifth and seventh grades generated and answered questions based on maps. Results indicated that students most often generated three types of questions: (1) symbol reading, (2) inferring latitude and longitude, and (3) interpreting scale. Analyzes these questions in regard to cognitive processes.…

Presents the results of a survey of 165 seventh grade students asked to respond yes, no, or maybe to 21 metacognitive statements about their cognitive activity on a mathematical word problem. Suggests how to use the responses as a basis for developing classroom activities. (MDH)

Reports on a study of 22 pairs of third-grade students and 22 pairs of seventh-grade students who worked on a variety of computer-based tasks. Finds that older students were more likely to focus on internal pattern construction than remaining oriented toward external characteristics of the patterns. (CFR)