Strategies for Affecting the Necessary Course of Cognitive Growth as an Integral Part of Curricular and Instructional Planning
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| Title: | Strategies for Affecting the Necessary Course of Cognitive Growth as an Integral Part of Curricular and Instructional Planning |
|---|---|
| Language: | English |
| Authors: | Carson, Robert N., Rowlands, Stuart |
| Source: | Interchange: A Quarterly Review of Education. Jun 2007 38(2):137-165. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 29 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Instructional Development, Mathematics Education, Metacognition, Cognitive Development, Mathematical Concepts, Mathematical Enrichment, Learning Strategies, Developmentally Appropriate Practices, Developmental Stages, Mathematical Models, Educational Indicators |
| DOI: | 10.1007/s10780-007-9020-5 |
| ISSN: | 0826-4805 |
| Abstract: | This paper explores the public awareness that there presently exists a crisis in mathematics education and a "dumbing down" of the curriculum, examines the nature of this crisis and argues that there has been a lowering of cultural, pedagogical and cognitive expectations with respect to most learners. The notion of cognitive development in mathematics education is re-examined and a model of how the concepts of learners can be transformed in the very process of engaging with the conceptual revolutions that defined geometry is proposed. The importance of cultivating a meta-narrative in support of metacognition and the development of cognitive growth are stressed. |
| Abstractor: | Author |
| Entry Date: | 2008 |
| Accession Number: | EJ784947 |
| Database: | ERIC |
| Abstract: | This paper explores the public awareness that there presently exists a crisis in mathematics education and a "dumbing down" of the curriculum, examines the nature of this crisis and argues that there has been a lowering of cultural, pedagogical and cognitive expectations with respect to most learners. The notion of cognitive development in mathematics education is re-examined and a model of how the concepts of learners can be transformed in the very process of engaging with the conceptual revolutions that defined geometry is proposed. The importance of cultivating a meta-narrative in support of metacognition and the development of cognitive growth are stressed. |
|---|---|
| ISSN: | 0826-4805 |
| DOI: | 10.1007/s10780-007-9020-5 |
