ABSTRACT
The chapters in this volume consider some of what we know about the nature of student cognition, its development, and the possible implications of that work for educational practice. The goal of doing so is to improve the conditions of teaching and student learning and, ultimately, the overall outcomes of the educational enterprise. With regard to these educational outcomes, we know from various policy reports examining student performance on national and international assessments, such as National Assessment of Educational Progress (NAEP), Trends in International Math and Science Studies (TIMSS), and Program for International Student Assessment (PISA), that there is much room for improvement in all areas of curriculum, especially mathematics and science (see for example Phillips, 2007).
