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Ottmar, Erin; Landy, David – Journal of the Learning Sciences, 2017

Learning algebra is difficult for many students in part because of an emphasis on the memorization of abstract rules. Algebraic reasoners across expertise levels often rely on perceptual-motor strategies to make these rules meaningful and memorable. However, in many cases, rules are provided as patterns to be memorized verbally, with little overt…

Descriptors: Mathematics Instruction, Algebra, Outcomes of Education, Learning Processes

Langer-Osuna, Jennifer M. – Journal of the Learning Sciences, 2015

This article investigates the coconstruction of student identity and engagement in the case of a 9th grader in a project-based algebra classroom that afforded students a great deal of autonomy. The focal student, Terrance, utilized classroom resources to serve both project-related and social functions as he interacted with his peers during…

Descriptors: Algebra, Mathematics Instruction, Active Learning, Student Projects

Kapur, Manu – Journal of the Learning Sciences, 2014

A total of 136 eighth-grade math students from 2 Singapore schools learned from either productive failure (PF) or vicarious failure (VF). PF students "generated" solutions to a complex problem targeting the concept of variance that they had not learned yet before receiving instruction on the targeted concept. VF students…

Descriptors: Foreign Countries, Grade 8, Mathematics Instruction, Failure

Kapur, Manu; Bielaczyc, Katerine – Journal of the Learning Sciences, 2012

In this article, we describe the design principles undergirding "productive failure" (PF; M. Kapur, 2008). We then report findings from an ongoing program of research on PF in mathematical problem solving in 3 Singapore public schools with significantly different mathematical ability profiles, ranging from average to lower ability. In…

Descriptors: Foreign Countries, Problem Solving, Instructional Design, Direct Instruction

Esmonde, Indigo – Journal of the Learning Sciences, 2009

Many mathematics classrooms use cooperative learning to support equitable learning environments for all students. Past research in the field has focused primarily on increasing achievement rather than on contexts that support equitable interactions. This year-long study in 3 secondary mathematics classes compares 2 activity structures--a group…

Descriptors: Group Activities, Cooperative Learning, Tests, Group Dynamics

Izsak, Andrew; Caglayan, Gunhan; Olive, John – Journal of the Learning Sciences, 2009

We describe how 1 Algebra I teacher and her 8th-grade students used meta-representational knowledge when generating and evaluating equations to solve word problems. Analyzing data from a sequence of 4 lessons, we found that the teacher and her students used criteria for evaluating equations, in addition to other types of knowledge (e.g., different…

Descriptors: Word Problems (Mathematics), Equations (Mathematics), Algebra, Mathematics Instruction

Gresalfi, Melissa Sommerfeld – Journal of the Learning Sciences, 2009

This article presents an analysis of how students' dispositions toward learning shift and change over time through their engagement with particular classroom practices and identifies classroom practices that support the development of more productive dispositions. An analysis of 4 purposefully selected students from 2 different classrooms reveals…

Descriptors: Teacher Attitudes, Mathematics Instruction, Student Attitudes, Attitude Change

Jurow, A. Susan; Hall, Rogers; Ma, Jasmine Y. – Journal of the Learning Sciences, 2008

This article examines how conversations during design reviews in which 8th-grade mathematics students shared population models with visiting specialists expanded the disciplinary expertise of the classroom. "Re-contextualizing" is a conversational exchange that visiting specialists initiated to invite groups to consider their models in novel…

Descriptors: Speech Communication, Peer Evaluation, Middle School Students, Secondary School Mathematics

Tatar, Deborah; Roschelle, Jeremy; Knudsen, Jennifer; Shechtman, Nicole; Kaput, Jim; Hopkins, Bill – Journal of the Learning Sciences, 2008

We report on the initial attempts at evaluating "at scale" a particular technological/curricular innovation that enables more students to develop deeper knowledge. The methods, issues, and findings of the current pilot experiment speak not only to the success of SimCalc MathWorlds, the focus of our research program, but also to the…

Descriptors: Constructivism (Learning), Computer Assisted Instruction, Measures (Individuals), Mathematics Teachers

Enyedy, Noel; Mukhopadhyay, Shiuli – Journal of the Learning Sciences, 2007

This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives…

Descriptors: Culturally Relevant Education, Urban Schools, High School Students, High Schools

Fast Kids, Slow Kids, Lazy Kids: Framing the Mismatch Problem in Mathematics Teachers' Conversations

Horn, Ilana Seidel – Journal of the Learning Sciences, 2007

This article examines the social nature of teachers' conceptions by showing how teachers frame the "mismatch" of students' perceived abilities and the intended school curriculum through conversational category systems. This study compares the conversations of 2 groups of high school mathematics teachers addressing the Mismatch Problem…

Descriptors: Speech Communication, Mathematics Teachers, Secondary School Mathematics, Mathematics Instruction

Peer reviewed

Moschkovich, Judit N. – Journal of the Learning Sciences, 1998

Describes the refinement of a conception in the domain of linear functions. Examples show how students refine their use of the x-intercept in equations of the form "y=mx+b" by narrowing problem contexts, making connections between conceptions, using a mathematical procedure, and refining verbal descriptions. Resources that teachers can draw on to…

Descriptors: Case Studies, Concept Formation, Educational Theories, Learning Strategies