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Direct linkChristina Krist – Cognition and Instruction, 2024
Analyses highlighting the epistemic dimension of students' participation in science have dominated science education literature for the past several years. While most of this literature has focused on how students learn together, the relational nature of these knowledge-building interactions has been under-examined. In response, this paper…
Descriptors: Science Education, Secondary School Students, Grade 8, Student Participation
Chazan, Daniel; Sela, Hagit; Herbst, Patricio – Cognition and Instruction, 2012
We illustrate a method, which is modeled on "breaching experiments," for studying tacit norms that govern classroom interaction around particular mathematical content. Specifically, this study explores norms that govern teachers' expectations for the doing of word problems in school algebra. Teacher study groups discussed representations of…
Descriptors: Interaction, Norms, Word Problems (Mathematics), Algebra
Nicole Shechtman; Jeremy Roschelle; Geneva Haertel; Jennifer Knudsen – Cognition and Instruction, 2010
Using data collected in 125 seventh-grade and 56 eighth-grade Texas classrooms in the context of the "Scaling Up SimCalc" research project in 2005-07, we examined relationships between teachers' mathematics knowledge, teachers' classroom decision making, and student achievement outcomes on topics of rate, proportionality, and linear…
Descriptors: Mathematics Instruction, Mathematics Curriculum, Teacher Characteristics, Decision Making
Nathan, Mitchell J.; Kim, Suyeon – Cognition and Instruction, 2009
Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middle-school mathematics classroom. We examined the elicitations--questions and provocative statements--made by the teacher over a four-day algebra lesson. Analyses showed how the teacher…
Descriptors: Student Attitudes, Student Participation, Middle Schools, Mathematics Instruction
Radinsky, Josh – Cognition and Instruction, 2008
Learning science includes learning to argue with "inscriptions": images used to symbolize information persuasively. This study examined sixth-graders learning to invest inscriptions with representational status, in a geographic information system (GIS)-based science investigation. Learning to reason with inscriptions was studied in emergent…
Descriptors: Information Systems, Cognitive Development, Plate Tectonics, Science Instruction
Ellis, Amy B. – Cognition and Instruction, 2007
This paper reports the mathematical generalizations of two groups of algebra students, one which focused primarily on quantitative relationships, and one which focused primarily on number patterns disconnected from quantities. Results indicate that instruction encouraging a focus on number patterns supported generalizations about patterns,…
Descriptors: Algebra, Teaching Methods, Mathematics Instruction, Mathematical Concepts
