In spite of Judy's efforts to promote a community of learners and capitalize on situated cognition, Judy's students struggle with the difference between percent decrease and percent increase, such as a 50 decrease from 40 is 20, but a 50 increase from 20 is only 30 . Using the principles of cognitive learning theory as a basis, which of the following is the most likely reason for the students' struggles?
a. The differences between percent increase and percent decrease don't make sense to the students.
b. The students never get a chance to capitalize on social interaction to help them understand the differences between percent increase and percent decrease.
c. The students don't get a chance to practice with real-world problems.
d. Judy doesn't effectively model the differences between percent increase and percent decrease.
Question 2
The teacher who best applies suggestions for classroom practice based on social influences on learning and the process of knowledge construction is:
a. Kimberly.
b. Cassie.
c. Steve.
d. Keith.
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