Testing previously studied information enhances long-term memory, particularly when the is successfully retrieved from memory. The authors examined effect of unsuccessful retrieval attempts on learning. Participants in 5 experiments read an essay about vision. In test condition, they were asked embedded concepts before reading passage; extended study given a longer time to passage. To distinguish effects testing attention direction, emphasized tested both conditions, using italics or bolded...

Variations in the effective use of analogies math instruction across countries may contribute to performance differences TIMSS studies.

Many students graduate from K–12 mathematics programs without flexible, conceptual knowledge. This article reviews psychological and educational research to propose that refining classroom instruction such draw connections through relational comparisons may enhance their long-term ability transfer engage with as a meaningful system. We begin by examining the mathematical knowledge of in one community college, reviewing results show even after completing required sequence, these were unlikely...

Analogical reasoning is a core cognitive skill that distinguishes humans from all other species and contributes to general fluid intelligence, creativity, adaptive learning capacities. Yet its origins are not well understood. In the study reported here, we analyzed large-scale longitudinal data Study of Early Child Care Youth Development test predictors growth in analogical-reasoning third grade adolescence. Our results suggest an integrative resolution theoretical debate regarding...

ABSTRACT Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning cognitive underpinning ability notice draw similarities across contexts. Reasoning by analogy especially challenging students, who must transfer in context‐rich often high‐pressure settings classrooms. In this brief article, we explore how best facilitate children's analogical reasoning, with aim...

Abstract Analogical reasoning has long been believed to play a central role in mathematics learning and problem solving (see Genter, Holyoak, & Kokinov, 2001); however, little is known about how analogy used everyday instructional contexts. This article examines analogies produced naturally occurring U.S. lessons explore patterns between generation context. One hundred three were identified random sample of 25 eighth-grade classrooms videotaped as part the Third International Mathematics...

Theories accounting for the development of analogical reasoning tend to emphasize either centrality relational knowledge accretion or changes in information processing capability. Simulations LISA (Hummel & Holyoak, 1997, 2003), a neurally inspired computer model reasoning, allow us explore how these factors may collaboratively contribute analogy young children. explain systematic variations United States and Hong Kong children's performance on analogies between familiar scenes (Richland,...

Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades business-as-usual control. Analyses reveal negligible effect of ST Math on scores, which did not differ significantly across subgroups defined by prior math proficiency English Language Learner status. Two years program treatment produced nonsignificant effect. Publication evaluation results from...

Comparing multiple solutions to a single problem is an important mode for developing flexible mathematical thinking, yet instructionally leading this activity challenging (Stein, Engle, Smith, & Hughes, 2008). We test 1 decision teachers must make after having students solve problem: whether only verbally discuss students’ or them visible others. Fifth grade were presented with videotaped mathematics lesson on ratio in which described misconception and 2 correct strategies. The original was...

This study tested a novel approach to capitalizing on the benefits of play for informal math learning.Two experiments evaluated platform called "Fraction Ball", that provides an embodied, playful, and physically active learning experience by modifying lines basketball court support rational number learning.In Pilot Experiment, 69 5 th -6 graders were randomly assigned set 4 different Fraction Ball games or attend normal physical education (PE) class completed pretests posttests.After...

Linking ideas, concepts, and disciplinary content is an underused yet effective educational strategy for fostering students’ higher order thinking. A body of psychological research on analogical reasoning can inform the challenge encouraging thinking in schools. We focus particular teaching mathematics highlight alignments between a psychologically based definition goals as described within U.S. mathematical practice standards. Finally, this analysis implicates policies supporting including...

Individual differences in executive functions (EFs) are well established to be related mathematics achievement, yet the mechanisms by which this occurs not understood. Comparing representations (problems, solutions, concepts) is central mathematical thinking, and relational reasoning known rely upon EF resources. The current manuscript explored whether individual predicted learning from a conceptually demanding lesson requiring reasoning. Analyses revealed that variations when measured at...

Abstract Traditionally, learning among young students has taken place within structured, physical classroom settings. However, the emergence of distance introduced a diverse range methods, including online, hybrid, and blended approaches. When COVID-19 pandemic led to extended delays in in-person instruction, use educational technologies such as asynchronous videos online platforms were deployed deliver mathematics curricula aligned with Common Core State Standards (CCSS), though best...

Deictic linking gestures, hand and arm motions that physically embody links being communicated between two or more objects in the shared communicative environment, are explored a cross-cultural sample of mathematics instruction. Linking gestures specifically examined here when they occur context analogies designed to link distinct yet mutually informative representations. Video coding eighth-grade lessons United States, Japan, Hong Kong revealed teachers higher achieving regions (Hong Japan)...

Abstract Relational reasoning is a hallmark of human higher cognition and creativity, yet it notoriously difficult to encourage in abstract tasks, even adults. Generally, young children initially focus more on objects, but with age become focused relations. While prerequisite knowledge cognitive resource maturation partially explains this pattern, here we propose new facet important for children's relational development: general orientation information, or mindset . We demonstrate that can...