REESE Symposium at AERA 2011

Early Cognitive Abilities for Learning Math and Science: Implications for Instruction From the National Science Foundation's Research and Evaluation on Education in Science and Engineering Program (New Orleans, April 11)

Researchers continue to uncover evidence of the sophisticated cognitive abilities of children, even before formal instruction begins. Such insights into preschooler’s cognitive abilities are due in large part to new research technologies and to new theories from multiple disciplines. However, this interdisciplinary research has yet to make a significant impact on education policy or classroom practice. Bridging this gap between research on the cognitive abilities of young children and methods for teaching math and science in early educational settings is a major focus of the NSF’s Research and Evaluation on Education in Science and Engineering (REESE) program. This symposium brings together REESE projects that investigate and build on early cognitive processes underlying STEM learning and teaching.

Session Participants:
Teaching and Learning of Evolution in the Primary Grades [PDF]
*Kathleen E. Metz (University of California - Berkeley)

Understanding Evolution: A Proposed Learning Progression From Children’s Everyday Intuitions to Counterintuitive Concepts of Common Descent and Natural Selection [PDF]
*E. Margaret Evans (University of Michigan), Jonathan Lane (University of Michigan)

Nonsymbolic Subitizing and "Groupitizing" Skills May Be Foundational to Elementary School Children's Development of Symbolic Math Fluency [PDF]
*Bruce McCandliss (Vanderbilt University)

Chair: Gavin Fulmer (National Science Foundation)