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376
What do new views of knowledge and thinking have to say about research on teaching
- Educational Researcher
, 2000
"... The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like "situated ..."
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Cited by 364 (12 self)
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The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like "situated
Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms.
- American Educational Research Journal,
, 1996
"... JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about J ..."
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Cited by 99 (3 self)
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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend access to American Educational Research Journal.
Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms
- EDUCATIONA LEVALUATION AND POLICY ANALYSIS
, 1999
"... This article investigates teachers' mathematics practice in the context of recent national and state efforts to reform mathematics education. The authors develop a conceptual frame for examining reformers' proposals for mathematics education in classroom teaching in terms of the intersecti ..."
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Cited by 71 (2 self)
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This article investigates teachers' mathematics practice in the context of recent national and state efforts to reform mathematics education. The authors develop a conceptual frame for examining reformers' proposals for mathematics education in classroom teaching in terms of the intersection of classroom tasks and discourse patterns with principled and procedural mathematical knowledge. Applying this framework to examine mathematics instruction in 25 classrooms, classrooms where teachers reported practices consistent with the reforms as well as familiarity and agreement with either national or state mathematics standards, the authors identify distinctly different patterns of practice in response to the reforms. Based on this analysis, the authors identify some dimensions of practice that appear more responsive to reform than others. In light of their analysis, the authors consider issues for policy analysis, policy research. and the design of policy.
Student expectations in introductory physics”.
- Am. J. Phys.,
, 1998
"... Students' understanding of what science is about, how it is done, and their expectations as to what goes on in a science course, can play a powerful role in what they get out of introductory college physics. In this paper, we describe the Maryland Physics Expectations survey; a 34-item Likert- ..."
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Cited by 65 (5 self)
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Students' understanding of what science is about, how it is done, and their expectations as to what goes on in a science course, can play a powerful role in what they get out of introductory college physics. In this paper, we describe the Maryland Physics Expectations survey; a 34-item Likert-scale ͑agree-disagree͒ survey that probes student attitudes, beliefs, and assumptions about physics. We report on the results of pre-and post-instruction delivery of this survey to 1500 students in introductory calculus-based physics at six colleges and universities. We note a large gap between the expectations of experts and novices and observe a tendency for student expectations to deteriorate rather than improve as a result of the first term of introductory calculus-based physics.
The math wars
- Educational Policy
, 2004
"... During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the “reform ” stimulated by the National Council of Teachers of Mathematics’Curriculum and Evaluation Standards for School Mathemat ..."
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Cited by 60 (3 self)
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During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the “reform ” stimulated by the National Council of Teachers of Mathematics’Curriculum and Evaluation Standards for School Mathemat-ics. Traditionalists fear that reform-oriented, “standards-based ” curricula are superficial and undermine classical mathematical values; reformers claim that such curricula reflect a deeper, richer view of mathematics than the tradi-tional curriculum. An historical perspective reveals that the underlying issues being contested—Is mathematics for the elite or for the masses? Are there ten-sions between “excellence ” and “equity”? Should mathematics be seen as a democratizing force or as a vehicle for maintaining the status quo?—are more than a century old. This article describes the context and history, provides details on the current state, and offers suggestions regarding ways to find a pro-ductive middle ground.
Tapping epistemological resources for learning physics
- The Journal of the Learning Sciences
, 2003
"... Research on personal epistemologies has begun to consider ontology: Do naive epistemologies take the form of stable, unitary beliefs or of fine-grained, context-sensitive resources? Debates such as this regarding subtleties of cognitive theory, however, may be difficult to connect to everyday instru ..."
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Cited by 42 (1 self)
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Research on personal epistemologies has begun to consider ontology: Do naive epistemologies take the form of stable, unitary beliefs or of fine-grained, context-sensitive resources? Debates such as this regarding subtleties of cognitive theory, however, may be difficult to connect to everyday instructional practice. Our purpose in this article is to make that connection. We first review reasons for supporting the latter account, of naive epistemologies as made up of fine-grained, context-sensitive resources; as part of this argument we note that familiar strategies and curricula tacitly ascribe epistemological resources to students. We then present several strategies designed more explicitly to help students tap those resources for learning introductory physics. Finally, we reflect on this work as an example of interplay between two modes of inquiry into student thinking, that of instruction and that of formal research on learning. Hammer and Elby 3 STUDENT EPISTEMOLOGIES An extensive body of research addresses beliefs about knowledge and learning, or "epistemological beliefs " (Hofer & Pintrich, 1997), with much of this work
CoSense: Enhancing sensemaking for collaborative web search
- In Proceedings of CHI 2009
, 2009
"... Making sense of the information found during an investigational Web search task can be daunting. With the recent emergence of tools to support collaborative Web search, the associated sensemaking task has become even more complex, requiring sense to be made not only of the products of a search (i.e. ..."
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Cited by 40 (4 self)
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Making sense of the information found during an investigational Web search task can be daunting. With the recent emergence of tools to support collaborative Web search, the associated sensemaking task has become even more complex, requiring sense to be made not only of the products of a search (i.e., results found) but of the process, as well (i.e., group division of labor and decision-making). We present the findings of a formative study illustrating the sensemaking challenges posed by collaborative search tools. Based on these findings, we created CoSense, a system that supports sensemaking for collaborative Web search tasks by providing several rich, interactive views of a group’s search activities. We describe an evaluation of CoSense, reflecting on how its features supported different aspects of sensemaking, and how future collaborative search systems can benefit from these findings.
Learning Theories and Education: Towards a decade of synergy
- In
, 2006
"... Our goal is to provide an overview of important aspects of human learning that are particularly relevant to educators. Doing so represents an exciting but difficult challenge because human learning is a highly complex topic. Different theories have emerged as researchers have focused on different ki ..."
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Cited by 30 (3 self)
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Our goal is to provide an overview of important aspects of human learning that are particularly relevant to educators. Doing so represents an exciting but difficult challenge because human learning is a highly complex topic. Different theories have emerged as researchers have focused on different kinds of learning. Some have focused on the acquisition of skills such as learning to type, write and read (e.g., Anderson, 1981; Bryan & Harter, 1897;
Mathematics teachers belief and curriculum reform
- Mathematics Education Research Journal
, 2003
"... This paper discusses the role of mathematics teachers ’ beliefs and their impact on curriculum reform. It is argued that teachers ’ beliefs about the teaching and learning mathematics are critical in determining the pace of curriculum reform. Educational change is a complex process in which teachers ..."
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Cited by 24 (0 self)
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This paper discusses the role of mathematics teachers ’ beliefs and their impact on curriculum reform. It is argued that teachers ’ beliefs about the teaching and learning mathematics are critical in determining the pace of curriculum reform. Educational change is a complex process in which teachers hold strong beliefs about the quality and the process of innovation. Curriculum implementation may only occur through sufferance as many teachers are suspicious of reform in mathematics education given its equivocal success over the past decades. It is not surprising then that many teachers, when they come to enact the curriculum in their classes, rely more on their own beliefs than on current trends in pedagogy. These beliefs, conservative as they might be, have their own rationality in the practical and daily nature of the teaching profession, and in the compelling influence of educational systems from which these teachers are paradoxically the social product. The literature indicates that many of these teachers hold behaviourist beliefs, a fact that has strong implications for the success of constructivist-oriented curriculum reform. In general, studies of teachers’
Democratic access to powerful mathematical ideas
- In L. D. English (Ed.), Handbook of international research in mathematics education. Directions for the 21st Century
, 2002
"... Abstract. The emergence of the informational society creates the paradoxes of inclusion and citizenship, which call into question any simple interpretation of the meaning of “democratic access to powerful mathematical ideas”. In exploring this thesis we put forward ways of understanding what “powerf ..."
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Cited by 20 (6 self)
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Abstract. The emergence of the informational society creates the paradoxes of inclusion and citizenship, which call into question any simple interpretation of the meaning of “democratic access to powerful mathematical ideas”. In exploring this thesis we put forward ways of understanding what “powerful mathematical ideas” represent logically, psychologically, culturally and sociologically. As a way of tackling the issues of democratic access to these ideas, we elaborate on three arenas of mathematics education practices where it is possible to build a meaningful participation to committed political action, namely the classroom, school organization, and society both locally and globally. To conclude we explore the potentialities of the space of investigation into democratic access to powerful mathematical ideas defined by the four interpretations of “powerful ” and by the three arenas of democratic access. We point to the necessity of covering this whole space of research in order to give a full picture of the complexity of mathematics education in our current informational society. Carlos had to move out of his home. His mother seems to be worried. She lost her job and the money she made through great effort to pay for the small house is in the hands of the bank. Carlos, a tenth grade student, is one of the many Colombian youngsters who will finish high school at the beginning of the 21 st Century. Many of these students seem to be confused about their future. Teachers insist on the importance of schooling and learning, especially mathematics. Yet how could that help in their actual situation? On the other side of the world, in Denmark, Nicolai got seriously sick after eating a home-
