Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field's theoretical matrix of the sociohistorical, cognitive, sociopolitical, sociocultural, relational, and spatial. Taken together, they tease out new subject-object,…

This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the move--always migrating--even if and when we construct sedentarist bias and territorial boundaries of the nation-state as normative or when we remember or remake as "ambulatory we's" as we engage in…

This commentary focuses on the ways the set of articles in this issue, taken together, engage an important and much needed conversation in design-based approaches to inquiry: that is, what does it mean to do work in and with nondominant communities? Drawing on cultural historical activity theory, decolonizing methodologies, and indigenous…

There are infinitely many ways of talking about infinity. The assortment of discourses on learning infinity is infinite as well. When the author says "way of talking" or "discourse," she is concerned with much more than the question of how words are chosen and combined. Ways of talking are not just innocent "auxiliaries" to thinking--they shape…

Son and Goldstone (2009) provided orienting activities intended to increase personal engagement, and these activities reduced participants' transfer based on concepts of signal detectability theory. I offer a theoretical interpretation that differs from theirs. First, instead of assuming that activity is contextualized in some conditions and not…

In this article, we offer an approach to conceiving of the relation between literacy practices and space-time. Literacy, embedded in other forms of activity, has a unique role in producing and organizing space-time relations, and such relations provide for different forms of cognition and learning. Closely examining how literacy practices produce…

In this article I detail the conceptual trajectory of a classroom of 2nd- and 3rd-grade students as they reinvent topographical lines to represent height in a map within the constraints of an overhead perspective. In my analysis I pay special attention to the role of social interaction--and in particular the role of the teacher--in the process of…