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Conscious and unconscious strategy discoveries: a microgenetic analysis.
TLDR
Examination of second graders' strategy discoveries on a task that could be solved either by arithmetic computation or by a simple insight provided unambiguous evidence that strategies can be discovered without conscious awareness.
The Nature of Teachers' Pedagogical Content Beliefs Matters for Students' Achievement Gains: Quasi-Experimental Evidence from Elementary Mathematics.
In a longitudinal study of 496 students in 27 self-contained German elementary school classrooms, performance in mathematical word problems and arithmetic tasks was measured at the end of Grades 2
What makes certain arithmetic word problems involving the comparison of sets so difficult for children
Arithmetic word problems with an unknown reference set, such as «John has 7 eggs. He has 4 eggs fewer [more] than Peter. How many eggs does Peter have?» are considerably more difficult for children
The developmental relations between conceptual and procedural knowledge: a multimethod approach.
TLDR
The results reveal substantial problems with the validities of the measures, which might have been present but gone undetected in previous studies and are essential for theoretical and practical progress in the field.
Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking."
In a repeated measures design (pretest, posttest, 1-year follow-up) with 161 3rd-grade students, the authors compared 2 curricula on floating and sinking within constructivist learning environments,
Why Mind, Brain, and Education? Why Now?
Volume 1—Number 1 © 2007 the Authors Journal Compilation © 2007 International Mind, Brain, and Education Society and Blackwell Publishing, Inc. 1 The International Mind, Brain, and Education Society
Interaction between Knowledge and Contexts on Understanding Abstract Mathematical Concepts
Abstract The purpose of the present study was to investigate the effects of sparse vs real contexts on the understanding of abstract mathematical concepts regarding the interpretation of linear
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