In order to clarify the relationship among mathematics study interest, objectives, strategies and achievements, 223 Senior One students from Shiyan Middle School, Siping City, Jilin Province, were questioned.

The results showthat the structure of knowledge constructed under the part and whole relat-ionship in number and mathematics with " 1 ", as the underlying basispermits the child's forming of a better cognitive structure, which wouldcontribute to the learning of new knowledge, the choice of strategies aswell as the increase of transfer ability in learning mathematics.

The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective.

Result shows that this teaching model plays a vital role in arousing students' interest in mathematics, improving their ability to pose problems and upgrading their mathematics learning ability as well.

From formal standards to everyday practice of mathematics learning

The participation of students in processes of collective argumentation is seen as a fundamental condition for enabling mathematics learning in classroom settings.

Within this project a new mathematics learning software has been developed.

As part of a large scale mathematics study, students were asked to make up a mathematics problem that would be difficult for a friend to solve.

The present study utilised the Second IEA Mathematics Study data (N=5644) to examine which of the ten measured attitude dimensions are pertinent in explaining mathematics achievement variance of Form One students in Hong Kong.

Data were collected using a part of the Teacher General Classroom Process Questionnaire (Grade 8) of the Second IEA Mathematics Study.

Elementary Teacher Talk in Mathematics Study Groups

The trialledscales complement others already developed thatreflect affective variation in students'mathematics study.

Progressive, classical or balanced- A look at mathematical learning environments in Swiss-German lower-secondary schools

Trends in the evolution of models >amp; modeling perspectives on mathematical learning and problem solving

Reflected acting in mathematical learning processes

The problem of whether a precise connection exists between stochastic processes of the type considered in mathematical learning theory and the Guttman simplex is investigated.

Furthermore, it is shown that the model presented is a generalization of a class of mathematical learning models, known as Luce's beta-model.

Usually teachers think that it is logic that is needed in mathematics in the first place, and that creativity is not important and learning mathematics.

By understanding mathematics as a specific conventionalization of general thinking, patterns of general thinking can become the starting point for learning mathematics.

A very powerful and empirically well founded method of learning mathematics, which is also relatively easy to implement in the classroom, is learning through worked-out examples.

Learning mathematics in a computer algebra environment: obstacles are opportunities

Then the paper compares this with another model of different psychological theories of learning mathematics and discusses how these models can either be merged or complement each other.

The paper presents a preliminary study of the relationship betweenstructure of knowledge and cognition, carried out on the basis of fouryears of systematical teaching and clinical experiments. The results showthat the structure of knowledge constructed under the part and whole relat-ionship in number and mathematics with " 1 ", as the underlying basispermits the child's forming of a better cognitive structure, which wouldcontribute to the learning of new knowledge, the choice of strategies aswell as the increase...

The paper presents a preliminary study of the relationship betweenstructure of knowledge and cognition, carried out on the basis of fouryears of systematical teaching and clinical experiments. The results showthat the structure of knowledge constructed under the part and whole relat-ionship in number and mathematics with " 1 ", as the underlying basispermits the child's forming of a better cognitive structure, which wouldcontribute to the learning of new knowledge, the choice of strategies aswell as the increase of transfer ability in learning mathematics.

The testing and training of China early youth with early mathematical intelligence (CEUEMI) is an important task in mathematical education. On the basis of the statistical analysis of 3100 test papers of 1988-Beijing Elementary Pubils Invitational Centest in 31 cities, the writer discusses the mathematical study developing level of CEUEMI and the characteristic of the distribution of CEUEMI.The relative statistical analysis of four different kinds of cities in China,which are large, middle, small and remote...

The testing and training of China early youth with early mathematical intelligence (CEUEMI) is an important task in mathematical education. On the basis of the statistical analysis of 3100 test papers of 1988-Beijing Elementary Pubils Invitational Centest in 31 cities, the writer discusses the mathematical study developing level of CEUEMI and the characteristic of the distribution of CEUEMI.The relative statistical analysis of four different kinds of cities in China,which are large, middle, small and remote respectively, furnishes the required data for defining the efficient standard of CEUEMI and setting up the testing and advisory system of CEUEMI.The principle of the testing and advice on the propositional intention of the expert system is also set up in this paper.

The Embedded Figure Test (EFT)was used to examine the congnitive styles of 254 senior middle school students.The results indicated that:1)The development of congnitive styles of senior middle school students were relatively stable.2) There was a significant sex difference in The development of congnitive styles of senior middle school students.3)The classification of science and art classes did not have significant influence on the students'congnitive styles of development.4) There was no significant relation...

The Embedded Figure Test (EFT)was used to examine the congnitive styles of 254 senior middle school students.The results indicated that:1)The development of congnitive styles of senior middle school students were relatively stable.2) There was a significant sex difference in The development of congnitive styles of senior middle school students.3)The classification of science and art classes did not have significant influence on the students'congnitive styles of development.4) There was no significant relation between the students' cognitive styles (field dependence-independence)and their Chinese language achievement and mathematics achievement.