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- John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, Daniel T. Willingham
- Psychological science in the public interest : a…
- 2013

Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques.… (More)

- Mitchell J. Nathan
- Interactive Learning Environments
- 1998

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views… (More)

Mathematics teachers and educational researchers ordered arithmetic and algebra problems according to their predicted problem-solving difficulty for students. Predictions deviated systematically from algebra students’ performances but closely matched a view implicit in textbooks. Analysis of students’ problem-solving strategies indicates specific ways that… (More)

- Kenneth R. Koedinger, Martha W. Alibali, Mitchell J. Nathan
- Cognitive Science
- 2008

This article explores the complementary strengths and weaknesses of grounded and abstract representations in the domain of early algebra. Abstract representations, such as algebraic symbols, are concise and easy to manipulate but are distanced from any physical referents. Grounded representations, such as verbal descriptions of situations, are more concrete… (More)

Elementary, middle, and high school mathematics teachers (N = 105) ranked a set of mathematics problems based on expectations of their relative problem-solving difficulty. Teachers also rated their levels of agreement to a variety of reform-based statements on teaching and learning mathematics. Analyses suggest that teachers hold a symbol-precedence view of… (More)

The importance of content knowledge on proficiency in teaching practices is well documented (Borko et al., 1992; Shulman, 1986). But is this statement completely unimpeachable? Are there drawbacks for teaching that are specifically due to subject matter expertise? In this paper we draw on evidence from mathematics and language arts education to show ways… (More)

Cognitive development unfolds in many contexts, and one of the most important of these contexts is school. Thus, understanding the school context is critical for understanding development. This article discusses some of the reasons why cognitive developmental researchers might wish to conduct research in schools, describes how to get started conducting… (More)

Multi-level analyses in a socially mediated middle school mathematics classroom reveal how intersubjectivity serves to structure and sustain the discourse while students collective solve a three-dimensional reasoning task. Speech events frequently exhibited co-occurrence of both positive and negative forms of intersubjectivity. This shows that interlocutors… (More)

- Mitchell J. Nathan
- Intelligent Tutoring Media
- 1991

ANIMATE, an interactive, computer animation-based tutor, has been developed as part of an ongoing test of a theory of word problem comprehension. Tutor feedback is unobtrusive and interpretive: Unexpected behavior in the equation-driven animated situation highlights equation errors which the student resolves through iterative debugging. The responsibility… (More)