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Wisittanawat, Panchompoo; Gresalfi, Melissa S. – Journal of the Learning Sciences, 2021
Background: Educational video games are increasingly used in classrooms because they can offer meaningful contexts for problem solving. However, educational video games bring together two historically disparate activities: school mathematics and video games. How these two activities complement, compromise, or contradict each other influences how…
Descriptors: Video Games, Educational Technology, Technology Uses in Education, Mathematics Instruction
Sengupta-Irving, Tesha; Enyedy, Noel – Journal of the Learning Sciences, 2015
This article investigates why students reported liking a student-driven learning design better than a highly guided design despite equivalent gains in knowledge assessments in both conditions. We created two learning designs based on the distinction in the literature between student-driven and teacher-led approaches. One teacher assigned each of…
Descriptors: Elementary School Students, Grade 5, Learner Controlled Instruction, Inquiry
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
Hora, Matthew Tadashi; Ferrare, Joseph J. – Journal of the Learning Sciences, 2013
Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains…
Descriptors: College Instruction, Undergraduate Study, College Mathematics, College Science