For many years, educators have concentrated on evaluating
what students are learning. Now, researchers in the field of cognitive science are gathering information about how learning takes place. Such research suggests that:
- teachers need to take into account student preconceptions
about the content
- students need an organizing framework in order to
better retrieve and use knowledge
- all learners need ways to monitor their own progress
A relatively new program called Research on Learning and Education (ROLE) funds efforts to acquire knowledge related
to human learning ranging from the biological basis of learning
to educational system change. One recent study shed light
on how spatial skills are learned and enhanced through means
such as practice, modeling, the use of maps and language
and the use of spatial tools such as measurement systems
and graphs. Spatial competence is important across many domains,
including math and science.
In another project, research is underway to study early introduction
of algebraic concepts and notation in elementary school, an
area of study known as early algebra. Previous studies found
that third- and fourth-grade children who took part in early
algebra activities learned many important algebraic concepts.
The current study continues this work and follows students
as they transition to algebra in sixth- through eighth-grade
math courses.
What do teachers
need to know? [Next]
|
