Abstract
The Cognitive Acceleration in Mathematics Education (CAME) project aims to contribute to teachers’ professional development by basing practice on research and theory. Three major sources are drawn upon: Research on levels of achievement in mathematical topics; Piagetian and neo-Piagetian theories on levels of thinking (formal reasoning); and Vygotskian psychology and social constructivism. These sources have been integrated to provide a theoretical foundation for teacher intervention and pupil-pupil interaction aimed at increasing intellectual development. Exploratory IT environments provide particularly suitable contexts for illuminating the approach. Findings indicate the potential for substantial long-term impact on pupils’ achievements.
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Adhami, M., Johnson, D.C., Shayer, M. (1998). Cognitive development and classroom interaction: a theoretical foundation for teaching and learning. In: Tinsley, D., Johnson, D.C. (eds) Information and Communications Technologies in School Mathematics. IFIP — The International Federation for Information Processing. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35287-9_24
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DOI: https://doi.org/10.1007/978-0-387-35287-9_24
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