Some cognitive factors relevant to mathematics instruction

Our understanding of cognitive processes has progressed sufficiently in the last few years to enable us to generate novel instructional techniques that can enhance substantially learning of subjects such as mathematics. This paper will review briefly some research intended to contribute to this process. There are two relevant aspects. Firstly, recent work has thrown light on schema acquisition while learning mathematics, and on techniques for detecting schemas in mathematics learners. Secondly, other research has assessed the distribution of cognitive resources while learning mathematics and other related subjects leading to the design of instructional techniques to facilitate schema acquisition.

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