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Tang, Xiaowei; Yang, Liu; Levin, Daniel M. – Cognition and Instruction, 2020
In this study, we explore how cross-linguistic differences can contribute to children's scientific thinking. We compared first and third grade Chinese students' pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a…
Descriptors: Thinking Skills, Science Education, Comparative Analysis, Contrastive Linguistics
Rachel J. Pinnow; Laura Zangori – Cognition and Instruction, 2024
Reforms within science education strive to shift early science instruction (K-2) so students have ample sense-making opportunities to construct scientific explanations. Classroom discussions play a key role in supporting these endeavors. This requires that classroom discussions are shaped in ways that foster scientific instruction and learning. In…
Descriptors: Science Instruction, Elementary School Students, Discussion (Teaching Technique), Grade 1
Johnson, Nicholas C.; Franke, Megan L.; Webb, Noreen M.; Ing, Marsha; Burnheimer, Eric; Zimmerman, Joy – Cognition and Instruction, 2023
Understanding how learning environments productively mobilize children's ideas as resources for participation in joint activity is an ongoing focus of research on classroom instruction. We investigated whole-class mathematics conversations in which multiple students participated in ways previous research suggests are consequential for learning. We…
Descriptors: Classroom Environment, Discussion (Teaching Technique), Student Participation, Classroom Communication
Lee, Ung-Sang A.; DeLiema, David; Gomez, Kimberley – Cognition and Instruction, 2022
This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such…
Descriptors: Social Change, Equal Education, Outcomes of Education, Learning Processes
Hawes, Zachary; Moss, Joan; Caswell, Beverly; Naqvi, Sarah; MacKinnon, Sharla – Cognition and Instruction, 2017
This study describes the implementation and effects of a 32-week teacher-led spatial reasoning intervention in K-2 classrooms. The intervention targeted spatial visualization skills as an integrated feature of regular mathematics instruction. Compared to an active control group, children in the spatial intervention demonstrated gains in spatial…
Descriptors: Spatial Ability, Numeracy, Mathematics Skills, Geometry
Kainulainen, Mikko; McMullen, Jake; Lehtinen, Erno – Cognition and Instruction, 2017
Difficulties with rational numbers have been explained by a natural number bias, where concepts of natural numbers are inappropriately applied to rational numbers. Overcoming this difficulty may require a radical restructuring of previous knowledge. In order to capture this development, we examined third- to fifth-grade students' understanding of…
Descriptors: Numbers, Foreign Countries, Grade 3, Grade 4
Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame
Obersteiner, Andreas; Reiss, Kristina; Ufer, Stefan; Luwel, Koen; Verschaffel, Lieven – Cognition and Instruction, 2014
External number representations are commonly used throughout the first years of instruction. The twenty-frame is a grid that contains two rows of 10 dots each, and within each row, dots are organized in two groups of five. The assumption is that children can make use of these structures for enumerating the dots, rather than relying on one-by-one…
Descriptors: Grade 1, Elementary School Students, Numbers, Number Concepts
Bouwmeester, Samantha; Verkoeijen, Peter P. J. L. – Cognition and Instruction, 2012
Children's estimation patterns on a number line estimation task may provide information about the mental representation of the magnitude of numbers. Siegler and his colleagues concluded that children's mental representations shift from a logarithmic-ruler representation to a linear-ruler representation. However, there are important methodological…
Descriptors: Computation, Numbers, Cognitive Processes, Kindergarten
Mantzicopoulos, Panayota; Samarapungavan, Ala; Patrick, Helen – Cognition and Instruction, 2009
We examine kindergarten children's emerging social meanings about science as a function of their participation in integrated science inquiry and literacy activities associated with the Scientific Literacy Project (SLP). We describe changes in 123 SLP kindergarten children's narrative accounts of learning science in school during three different…
Descriptors: Scientific Literacy, Young Children, Kindergarten, Science Programs
Sfard, Anna; Lavie, Irit – Cognition and Instruction, 2005
Based on close observations of two 4-year-old children responding to their parents' requests for quantitative comparisons, we offer a "participationist" account of the origins and development of numerical thinking, one that portrays numbers as a product rather than a pregiven object of human communication. In parallel, we propose a…
Descriptors: Cognitive Development, Number Concepts, Mathematics Instruction