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Direct linkHeyd-Metzuyanim, Einat – Journal of the Learning Sciences, 2015
This study uses a new communicational lens that conceptualizes the activity of learning mathematics as interplay between mathematizing and identifying in order to study how the emotional, social, and cognitive aspects of learning mathematics interact with one another. The proposed framework is used to analyze the case of Idit, a girl who started…
Descriptors: Foreign Countries, Mathematics Education, Academic Failure, Mathematics Achievement
Horn, Ilana Seidel; Kane, Britnie Delinger – Journal of the Learning Sciences, 2015
Increasingly, instructional improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers' talk and professional learning remains underspecified. Using a discourse perspective on learning, this article compares opportunities to learn (OTLs) in the collaborative conversations of 3…
Descriptors: Professional Education, Mathematics Education, Mathematics Teachers, Cooperative Learning
Nemirovsky, Ricardo; Rasmussen, Chris; Sweeney, George; Wawro, Megan – Journal of the Learning Sciences, 2012
In this article we contribute a perspective on mathematical embodied cognition consistent with a phenomenological understanding of perception and body motion. It is based on the analysis of 4 selected episodes in 1 session of an undergraduate mathematics class. The theme of this particular class session was the geometric interpretation of the…
Descriptors: Cognitive Processes, Mathematics Education, Perception, Mobility
