Evidence for Cognitive Science Principles that Impact Learning in Mathematics.

Abstract Numerous issues with mathematics education in the United States have led to repeated calls for instruction to align more fully with evidence-based practices. The field of cognitive science has identified and tested a number of principles for improving learning, but many of these principles have not yet been used to their fullest to improve mathematics learning in US classrooms. In this chapter, we describe eight principles that may have particular promise for mathematics education: abstract and concrete representations, analogical comparison, feedback, error reflection, scaffolding, distributed practice, interleaved practice, and worked examples. For each principle, we review laboratory and classroom evidence related to benefits for mathematics learning and identify priorities for future research.

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