A5072233503- Mathematics Education and Teaching Techniques
- Innovative Teaching and Learning Methods
- Teacher Education and Leadership Studies
- Cognitive and developmental aspects of mathematical skills
- Education and Technology Integration
- Statistics Education and Methodologies
- Educational Assessment and Improvement
- Education and Critical Thinking Development
- Innovative Education and Learning Practices
- Science Education and Pedagogy
- Evaluation and Performance Assessment
- School Choice and Performance
- Education Methods and Practices
- Educational Environments and Student Outcomes
- Educational Assessment and Pedagogy
- Education Systems and Policy
- Design Education and Practice
- Early Childhood Education and Development
- Educational and Psychological Assessments
- Pragmatism in Philosophy and Education
- Reflective Practices in Education
- Online and Blended Learning
- Parental Involvement in Education
- Child and Animal Learning Development
- Educational Strategies and Epistemologies
Vanderbilt University
2015-2024
University of California, Berkeley
2004-2017
British Library
2017
Appleton Public Library
2014
The University of Arizona Global Campus
2007
Farming & Wildlife Advisory Group
2007
Vanderbilt Health
1995
University School of Nashville
1994
Purdue University West Lafayette
1983-1992
University of Georgia
1983
In this article, the authors first indicate range of purposes and variety settings in which design experiments have been conducted then delineate five crosscutting features that collectively differentiate from other methodologies. Design both a pragmatic bent—“engineering” particular forms learning—and theoretical orientation—developing domain-specific theories by systematically studying those learning means supporting them. The clarify what is involved preparing for carrying out experiment,...
This paper sets forth a way of interpreting mathematics classrooms that aims to account for how students develop mathematical beliefs and values and, consequently, they become intellectually autonomous in mathematics. To do so, we advance the notion sociomathematical norms, is, normative aspects discussions are specific students' activity. The explication norms extends our previous work on general classroom social sustain inquiry-based discussion argumentation. Episodes from second-grade...
Currently, considerable debate focuses on whether mind is located in the head or individual-in-social-action, and development cognitive self-organization enculturation into established practices. In this article, I question assumptions that initiate apparent forced choice between constructivist sociocultural perspectives. contend two perspectives are complementary. Also, claims either perspective captures essence of people communities should be rejected for pragmatic justifications consider...
II encuentros de Educación Matemática. A continuación se mencionan
The motivation for this article is our belief that theory critically important but currently underplayed in design research studies. We seek to characterize and illustrate a genre of theorizing seems us strongly synergistic with design-based research. begin by drawing contrasts kinds are relevant but, we contend, themselves inadequate. A central element the type productive on which focus "ontological innovation," hypothesizing developing explanatory constructs, new categories things world...
In their recent exchange, Anderson, Reder, and Simon (1996 (1997) Greeno frame the conflicts between cognitive theory situated learning in terms of issues that are primarily interest to educational psychologists. We attempt broaden debate by approaching this discussion perspectives against background our concerns as educators who engage classroom-based research instructional design collaboration with teachers. first delineate underlying differences two distinguishing central organizing...
Ten second-grade classes participated in a year-long project which instruction was generally compatible with socioconstructivist theory of knowledge and recent recommendations the National Council Teachers Mathematics. At end school year, 10 were compared 8 nonproject on standardized achievement test instruments designed to assess students' computational proficiency conceptual development arithmetic, their personal goals mathematics, beliefs about reasons for success mathematics. The levels...
Our primary purpose in this article is to propose an interpretive scheme for analyzing the identities that students develop mathematics classrooms can inform instructional design and teaching. We first introduce key constructs of normative identity personal identity, then illustrate how they be used conduct empirical analyses. The case on which sample analysis focuses concerns a single group middle school who were members two contrasting what it meant know do differed significantly....
The analysis in this paper focuses on the relationship between classroom discourse and mathematical development. We give particular attention to reflective discourse, which activity is objectified becomes an explicit topic of conversation. differentiate students' development concepts their a general orientation activity. Specific issues addressed include both teacher's role symbolization supporting shifts discourse. subsequently contrast our with Vygotskian accounts learning that also stress...
In this article, we describe an analytic approach for situating teachers’ instructional practices within the institutional settings of schools and school districts in which they work. doing so, draw on ongoing collaboration with a group teachers urban district to illustrate both its usefulness guiding development analyses that feedback inform such collaborations. The involves delineating communities practice or analyzing three types interconnections between them are based boundary...
In this paper, we attempt to clarify what it means teach mathematics for understanding and learn with understanding. To end, present an interactional analysis of transcribed video recordings two lessons that occurred in different elementary school classrooms. The lessons, which are representative a much larger data corpus, were selected because both focus on place value numeration involve the use similar manipulative materials. draws Much Shewder’s (1978) identification five qualitatively...
Abstract In the first part of this article, I clarify how we analyze students' mathematical reasoning as acts participation in practices established by classroom community. doing so, present episodes from a recently completed teaching experiment that focused on statistics. Against background analysis, then broaden my focus final article developing themes change, diversity, and equity.
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for comparisons in first part of article by outlining an interpretive framework that we developed course classroom-based research project. At this level classroom processes, involves approach which constructivist analyses individual activity are coordinated with interactionist interactions discourse. In second article, describe elaboration...
Abstract In this article, we describe a methodology for analyzing the collective learning of classroom community in terms evolution mathematical practices. To develop rationale approach, first ground discussion our work as mathematics educators who conduct classroom-based design research. We then present sample analysis taken from 1st-grade teaching experiment that focused on linear measurement to illustrate how coordinate social perspective communal practices with psychological individual...
ion so that the results of activity can be anticipated and itself becomes an entity manipulated conceptually (Sfard, 1991; P. W. Thompson, 1994b; von Glasersfeld, 1991 a). One central tenets RME is starting points instructional sequences should experientially real to students in sense they engage immediately personally meaningful mathematical (Streefland, 1991). In this regard, Thompson (1992) noted from emergent perspective that: If do not become engaged imaginistically ways relate...