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Fostering Cognitive Development through the Context of Mathematics: Results of the CAME Project

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Title: Fostering Cognitive Development through the Context of Mathematics: Results of the CAME Project
Language: English
Authors: Shayer, Michael, Adhami, Mundher
Source: Educational Studies in Mathematics. Mar 2007 64(3):265-291.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2007
Document Type: Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Descriptors: Mathematics Teachers, Intervention, Intention, Criticism, Cognitive Development, Secondary School Students, Mathematics Instruction, Teaching Methods, Teacher Role, College Faculty
DOI: 10.1007/s10649-006-9037-1
ISSN: 0013-1954
Abstract: The CAME project was inaugurated in 1993 as an intervention delivered in the context of mathematics with the intention of accelerating the cognitive development of students in the first two years of secondary education. This paper reports substantial post-test and long-term National examination effects of the intervention, yet, by discussing the methodology used, questions the assumptions implicit in the original intention. It is now suggested that a better view is to regard CAME as a constructive criticism of normal instructional teaching, with implications for the role of mathematics teachers and university staff in future professional development.
Abstractor: Author
Entry Date: 2007
Accession Number: EJ757788
Database: ERIC
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: The CAME project was inaugurated in 1993 as an intervention delivered in the context of mathematics with the intention of accelerating the cognitive development of students in the first two years of secondary education. This paper reports substantial post-test and long-term National examination effects of the intervention, yet, by discussing the methodology used, questions the assumptions implicit in the original intention. It is now suggested that a better view is to regard CAME as a constructive criticism of normal instructional teaching, with implications for the role of mathematics teachers and university staff in future professional development.
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