Volume 49, Issue 4

Search all ZDM – Mathematics Education articles

August 2017

Applying (cognitive) theory-based instructional design principles in mathematics teaching and learning

Issue Editors:

Lieven Verschaffel,
Wim van Dooren,
Jon R. Star

13 articles in this issue

Applying cognitive psychology based instructional design principles in mathematics teaching and learning: introduction
Lieven Verschaffel
W. Van Dooren
J. Star
Survey Paper 06 April 2017 Pages: 491 - 496
Using analogies to facilitate conceptual change in mathematics learning
Xenia Vamvakoussi
Original Article 27 March 2017 Pages: 497 - 507
Using refutational text in mathematics education
Stephanie Lem
Patrick Onghena
Wim Van Dooren
Original Article 25 February 2017 Pages: 509 - 518
Designing learning personalized to students’ interests: balancing rich experiences with mathematical goals
Candace Walkington
Carole A. Hayata
Original Article 14 March 2017 Pages: 519 - 530
How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions
Martina A. Rau
Percival G. Matthews
Original Article 17 March 2017 Pages: 531 - 544
Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications
Tanja Dackermann
Ursula Fischer
Korbinian Moeller
Original Article 13 March 2017 Pages: 545 - 557
What is made possible to learn when using the variation theory of learning in teaching mathematics?
Angelika Kullberg
Ulla Runesson Kempe
Ference Marton
Original Article Open access 07 April 2017 Pages: 559 - 569
Learning from worked-examples in mathematics: students relate procedures to principles
Alexander Renkl
Original Article 04 April 2017 Pages: 571 - 584
Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps
Kelley Durkin
Jon R. Star
Bethany Rittle-Johnson
Original Article 28 March 2017 Pages: 585 - 597
Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles
Bethany Rittle-Johnson
Abbey M. Loehr
Kelley Durkin
Original Article 19 January 2017 Pages: 599 - 611
The relevance and efficacy of metacognition for instructional design in the domain of mathematics
Elke Baten
Magda Praet
Annemie Desoete
Original Article 21 March 2017 Pages: 613 - 623
Cultivating mathematical skills: from drill-and-practice to deliberate practice
Erno Lehtinen
Minna Hannula-Sormunen
Hans Gruber
Original Article 29 March 2017 Pages: 625 - 636
There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychology-based instructional design principles in mathematics teaching and learning
Paul A. Kirschner
Lieven Verschaffel
Wim Van Dooren
Original Article 06 July 2017 Pages: 637 - 643

Volume 49, Issue 4

Applying cognitive psychology based instructional design principles in mathematics teaching and learning: introduction

Using analogies to facilitate conceptual change in mathematics learning

Using refutational text in mathematics education

Designing learning personalized to students’ interests: balancing rich experiences with mathematical goals

How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions

Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications

What is made possible to learn when using the variation theory of learning in teaching mathematics?

Learning from worked-examples in mathematics: students relate procedures to principles

Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps

Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles

The relevance and efficacy of metacognition for instructional design in the domain of mathematics

Cultivating mathematical skills: from drill-and-practice to deliberate practice

There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychology-based instructional design principles in mathematics teaching and learning

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