Error of Conventional Wisdom

Share Cognitive Science Implications for Teaching Mathematics
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Conventional wisdom informs us that if a fact has not been learned we must expend more energy to get that fact stored in long-term memory.  Consequently, the learner is directed to reread again and again, to underline, to highlight, and to engage in all manner of massed practice. Scientific knowledge about the learning process tells

Aligning Instruction with Purpose

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Whether you view mathematics as a tool for application to other investigations or as free-standing logical academic study, it is very important to realize that it is not a collection of hundreds or thousands of formulas, facts, and processes which are to be memorized. Current mathematics instruction is such a mess that most students view