This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.
Table of Contents
Contents: A.H. Schoenfeld, Cognitive Science and Mathematics Education: An Overview. E.A. Silver, Foundations of Cognitive Theory and Research for Mathematics Problem-Solving. J.G. Greeno, Instructional Representations Based on Research About Understanding. R.D. Pea, Cognitive Technologies for Mathematics Education. J. Kilpatrick, Problem Formulating: Where Do Good Problems Come From? A. Henderson, From the Teacher's Side of the Desk. S.B. Maurer, New Knowledge About Errors and New Views About Learners: What They Mean to Educators and More Educators Would Like to Know. A.H. Schoenfeld, What's All the Fuss About Metacognition? R.H. Wenger, Cognitive Science and Algebra Learning. H.O. Pollak, Cognitive Science and Mathematics Education: A Mathematician's Perspective. F.J. Crosswhite, Cognitive Science and Mathematics Education: A Mathematics Educator's Perspective.
"...a `must purchase' for three groups: (a) cognitive scientists who wish to broaden their understanding of the nature of mathematics and of the real world in which classroom teachers must work; (b) mathematicians who wish to become better informed about what it means to do research on mathematics learning and instruction; and (c) mathematics educators (researchers and practitioners) who are interested in a distillation of recent research in cognitive science."
—Journal for Research in Mathematics Education