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Moschkovich, Judit N. – Journal of the Learning Sciences, 2008
This article examines a classroom discussion of multiple interpretations of the scales on two distance versus time graphs. The analysis describes how two students and a teacher used multiple meanings for phrases of the form "I went by" and coordinated these meanings with different views of the scales. Students' ambiguous and shifting meanings did…
Descriptors: Mathematics Education, Discussion (Teaching Technique), Mathematical Concepts, Concept Formation
Izsak, Andrew – Journal of the Learning Sciences, 2005
This article extends and strengthens the knowledge in pieces perspective (diSessa, 1988, 1993) by applying core components to analyze how 5th-grade students with computational knowledge of whole-number multiplication and connections between multiplication and discrete arrays constructed understandings of area and ways of using representations to…
Descriptors: Problem Solving, Mathematics Education, Grade 5, Elementary School Students
Koedinger, Kenneth R.; Nathan, Mitchell J. – Journal of the Learning Sciences, 2004
This article explores how differences in problem representations change both the performance and underlying cognitive processes of beginning algebra students engaged in quantitative reasoning. Contrary to beliefs held by practitioners and researchers in mathematics education, students were more successful solving simple algebra story problems than…
Descriptors: Mathematics Education, Algebra, Problem Solving, Cognitive Processes
Peer reviewed
Barron, Brigid – Journal of the Learning Sciences, 2003
Investigates how collaborative interactions influence problem solving outcomes. Analyzes conversations between 12 sixth grade triads using both qualitative and quantitative methods. Describes a dual-space model of what collaboration requires to clarify how the content of the problem and the relational context are interdependent aspects of the…
Descriptors: Cooperation, Cooperative Learning, Grade 6, Mathematics Education