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| Acknowledgements | |
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| Applying What We Know in Our Schools: A New Theory of Learning | |
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| What Most Students Can Do Is No Longer Enough | |
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| New Expectations | |
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| A Science of Mind: The MIT Meeting | |
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| The Revolution Becomes a Discipline | |
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| Cognitive Bottlenecks and High-Order Skills | |
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| Knowing Why | |
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| The Science of Mind: Analyzing Tasks, Behaviors, and Representations | |
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| A Balance-Scale Problem | |
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| The Human Computer and How It Works | |
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| Processing and Storing Symbols: Human Memory Structures | |
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| Problems and Representations | |
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| Analyzing the Task | |
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| Analyzing the Balance-Scale Task | |
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| Finding Out What Children Know | |
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| Experts and Response-Time Studies | |
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| The Balance Scale and Learning | |
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| Protocol Analysis, Encoding, and Representations | |
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| From Rule III to Rule IV | |
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| Cognitive Research and Effective Instruction | |
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| Intelligent Novices: Knowing How to Learn | |
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| Transfer | |
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| Formal Disciplines and Mental Fitness | |
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| Elements, Productions, and Transfer | |
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| General Methods and Intelligent Behavior | |
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| Experts' Domain-Specific Knowledge | |
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| Weak Methods in the Schools | |
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| Metacognition | |
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| Metacognition and Intelligent Novices | |
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| Metacognition and Education | |
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| The Final Element: General Skills Again | |
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| The New Synthesis and the Teaching of High-Order Skills | |
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| Mathematics: Making It Meaningful | |
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| Preschool Children and Number | |
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| The Mental Number Line: The Heart of Math Readiness | |
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| The Readiness Module | |
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| Knowing Your Places: Learning Multi-Digit Arithmetic | |
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| Buggy Arithmetic | |
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| Marrying Concepts to Procedures | |
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| The Bug Picture | |
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| Word Problems: The Black Hole of Middle School Math | |
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| The Adventures of Jasper Woodbury: Invitations to Thinking | |
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| Jasper's Theoretical Basis: Representations and Inert Knowledge | |
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| Theory into Prototype | |
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| Jasper's Debut | |
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| The Jasper Implementation Network | |
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| Geometry Proof Tutor: An Underground Classic | |
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| The Sorry State of Geometry | |
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| The Expert Model | |
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| The Tutor | |
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| The Interface | |
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| GPTutor in the Classroom | |
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| From Theory to Practice to Theory | |
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| Science: Inside the Black Box | |
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| Inside the Black Box | |
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| Misconceptions and Cognitive Development | |
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| The Jumping-Off Point | |
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| Expert vs. Novice Physicists | |
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| Problem-Solving Behavior | |
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| Schemas | |
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| Schemas and Problem Solving | |
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| ThinkerTools: Physics in Middle School | |
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| Designing ThinkerTools | |
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| Motion in One Direction | |
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| Motion in Two Dimensions | |
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| Continuous Forces and Gravity | |
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| Analyzing Trajectories | |
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| The Theory of Instruction: Using the Microworlds | |
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| ThinkerTools in the Schools | |
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| High School Physics from a Cognitive Perspective | |
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| Facets | |
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| Benchmark Lessons: What Are Your Ideas Right Now? | |
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| Don't Feel Dumb! | |
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| Does It Work? Why? | |
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| Teaching for Understanding | |
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| Reading: Seeing the Big Picture | |
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| Cognitive Models of Skilled Reading | |
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| One Loop Through the Cycle | |
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| Cognitive Models and Reading Instruction | |
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| Explaining the Whys | |
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| Word Recognition: Accuracy Plus Speed | |
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| Automaticity and the Great Debate | |
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| Improving Linguistic Knowledge: Rich Vocabulary Instruction | |
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| Background Knowledge in Learning to Read | |
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| Background Knowledge in Reading to Learn | |
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| The Big Picture: Reciprocal Teaching, Metacognition, and Reading | |
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| Into the Classroom | |
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| Writing: Transforming Knowledge | |
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| Writing: Solving Ill-Defined Problems | |
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| Studying the Process: A Cognitive Model of Writing | |
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| Planning and Its Subprocesses | |
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| Expert, Novice, and Student Writers | |
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| From Cognitive Process to Cognitive Rhetoric | |
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| Constructive Planning: Building Rhetorical Representations | |
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| Knowledge Telling versus Knowledge Transforming | |
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| Tanya Again | |
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| Writing in the Culture of School | |
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| Collaborative Planning: Making Thinking Visible | |
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| CSILE on Huron Street | |
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| Student from a traditional classroom: | |
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| CSILE Student: | |
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| Testing, Trying, and Teaching | |
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| Cognition and Testing: From Correlations to Causes | |
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| The Traditional Theory of Testing | |
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| A Cognitive Theory of Learning Assessment | |
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| Intelligence and Assessment: Beyond IQ | |
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| Dynamic Assessment: Helping Weak Learners | |
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| Motivation: Thriving versus Withering | |
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| Motivation and Classroom Practices | |
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| Teacher Cognition: What Does Nancy Know? | |
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| The Missing Research Program | |
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| Teaching and Knowledge Transforming | |
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| Changing Our Representations: Thinking of Education in New Ways | |
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| A Science of Learning in the Classroom | |
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| Representations of Research | |
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| Solving an Ill-Structured Problem | |
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| Knowing Why | |
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| Suggested Reading | |
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| Notes | |
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| Bibliography | |
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| Index | |