Introduction

Part I: General perspectives
1. The problem of knowledge in the design of learning environments
S. Vosniadou

2. On learning environments that foster subject-matter competence
A.H. Schoenfeld

3. Engagement in learning: Designing learning environments that are really used
T. de Jong

Part II: Promoting deep conceptual and strategic learning in mathematics
4. Does social interaction influence 3-year-old children's tendency to focus on numerosity? A quasi-experimental study in day care
M.M. Hannula, A. Mattinen, and E. Lehtinen

5. Using mathematical symbols at the beginning of the arithmetical and algebraic learning
A. Fagnant, J. Vlassis, and M. Crahay

6. Collaboration in small group mathematics problem solving: A case study
G.H.J. Seegers and D.J. Hoek

7. Remedying secondary school students' illusion of linearity: Developing and evaluating a powerful learning environment
W. Van Dooren, D. De Bock, A. Hessels, D. Janssens and L. Verschaffel

8. Improving procedural transfer in mathematics with interactive animations
P. Gerjets, K. Scheiter, and R. Catrambone

9. Teaching percentages in the primary school: A four country comparative study
F. Depaepe, E. De Corte, P. Op 't Eynde, and L. Verschaffel

Part III: Promoting deep conceptual and strategic learning in other major curricular domains
10. Teaching-learning environments and student learning in electronic engeneering
N. Entwistle, J. Nisbet, and A. Bromage

11. Learner control over information presentation in powerful electronic learning environments used in physics education
L. Kester, P.A. Kirschner, and G. Corbalán-Pérez

12. The impact of external graphical representations in different knowledge domains: Is there a domain specific effect?
K. De Westelinck and M. Valcke

13. Using representational tools to support historical reasoning in CSCL
G. Kanselaar, C. van Boxtel, and J. van Drie

List of contributors