Further, I believe that content of teaching and learning modulate the level of the question. The kinds of questions of mathematics learning and the kinds of questions of science learning are not comparable. Padron has contrasted the math and science classes and asked why there are differences. Although we can benefit from what accounts for success in one type of teaching by applying it to other areas, math and science provide a good contrast for also thinking about what is unique to each curricular area. In essence, what is done to get an answer is the objective.
Science is geared to thinking about the problem and alternative explanations.
That is, the represented experience. Inferences, then, are a case of representational thinking. How strategies emerge from combinations of processes and skills. Let me conclude by returning to the theme of cognitive science trends and representational thinking. This means specifying how humans attend to information, select critical information, and interpret their environments.