Contributors | p. ix |
Acknowledgments | p. xi |
Preface | p. xiii |
Cognitive Science and Mathematics Education: An Overview | p. 1 |
References | p. 30 |
Foundations of Cognitive Theory and Research for Mathematics Problem-Solving Instruction | p. 33 |
References | p. 57 |
Instructional Representations Based on Research about Understanding | p. 61 |
Conclusion | p. 82 |
Cognitive Technologies for Mathematics Education | p. 89 |
References | p. 117 |
Problem Formulating: Where Do Good Problems Come From? | p. 123 |
Acknowledgments | p. 143 |
References | p. 146 |
From The Teacher's Side of the Desk | p. 149 |
References | p. 164 |
New Knowledge about Errors and New Views about Learners: What They Mean to Educators and More Educators Would Like to Know | p. 165 |
References | p. 186 |
What's All the Fuss About Metacognition? | p. 189 |
References | p. 215 |
Cognitive Science and Algebra Learning | p. 217 |
Acknowledgment | p. 244 |
References | p. 249 |
Cognitive Science and Mathematics Education: A Mathematician's Perspective | p. 253 |
References | p. 264 |
Cognitive Science and Mathematics Education: A Mathematics Educator's Perspective | p. 265 |
References | p. 277 |
Author Index | p. 279 |
Subject Index | p. 285 |
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