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Gutiérrez, Kris D.; Engeström, Yrjö; Sannino, Annalisa – Cognition and Instruction, 2016
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…
Descriptors: Intervention, Educational Research, Research Methodology, Participatory Research
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Sfard, Anna – Cognition and Instruction, 2010
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…
Descriptors: Mathematical Concepts, Academic Discourse, Theories, Concept Formation
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Greeno, James G. – Cognition and Instruction, 2009
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…
Descriptors: Learner Engagement, Cognitive Structures, Student Attitudes, Epistemology
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Leander, Kevin M.; Lovvorn, Jason F. – Cognition and Instruction, 2006
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…
Descriptors: Literacy, Networks, Youth, Scientific Concepts
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Enyedy, Noel – Cognition and Instruction, 2005
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…
Descriptors: Grade 2, Grade 3, Teaching Methods, Cartography
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Spillane, James P. – Cognition and Instruction, 2000
Explores school districts' responses to recent mathematics reforms. Notes that district leaders' understanding focused on piecemeal changes that often miss the disciplinary particular of the reform. Advocates inclusion of implementers' interpretation of the reform message with more conventional variables, such as local resistance to reform and…
Descriptors: Administrator Attitudes, Change Strategies, Educational Change, Educational Policy
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Leander, Kevin M.; Brown, David E. – Cognition and Instruction, 1999
Develops a multidimensional framework for analyzing an extended physics classroom interaction to understand the resources participants use, alignments they form, and meanings and context they construct. Considers how participants negotiate their positions, focusing on one resistant student and why she remains unconvinced by others' arguments and…
Descriptors: Classroom Research, Discourse Analysis, Group Discussion, High School Students
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Crook, Charles – Cognition and Instruction, 1995
Suggests that young pupils find collaborative learning hard to sustain, and discusses interpretations of this observation. Suggests that theory and research have neglected situational continuities between formal and (more successful) informal collaborations. Argues for attending more carefully to the environments of joint problem solving and how…
Descriptors: Classroom Environment, Context Effect, Cooperation, Elementary Education