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Nolen, Susan Bobbitt; Horn, Ilana S.; Ward, Christopher J.; Childers, Sarah A. – Cognition and Instruction, 2011

We present a longitudinal study of novice teachers' appropriation, negotiation, and recontextualization of assessment tools and practices. During the four years of the study, we observed and interviewed beginning mathematics and social studies teachers, along with their colleagues, mentors, and supervisors, from their time in a graduate secondary…

Descriptors: Beginning Teachers, Secondary School Teachers, Preservice Teacher Education, Learning

Stieff, Mike; Hegarty, Mary; Deslongchamps, Ghislain – Cognition and Instruction, 2011

Increasingly, multi-representational educational technologies are being deployed in science classrooms to support science learning and the development of representational competence. Several studies have indicated that students experience significant challenges working with these multi-representational displays and prefer to use only one…

Descriptors: Educational Technology, Visual Aids, Science Instruction, Organic Chemistry

Liben, Lynn S.; Kastens, Kim A.; Christensen, Adam E. – Cognition and Instruction, 2011

To study the role of spatial concepts in science learning, 125 college students with high, medium, or low scores on a horizontality (water-level) spatial task were given information about geological strike and dip using existing educational materials. Participants mapped an outcrop's strike and dip, a rod's orientation, pointed to a distant…

Descriptors: Student Evaluation, Error Patterns, Spatial Ability, Teaching Methods

Azevedo, Flavio S. – Cognition and Instruction, 2011

Based on a three-year-long ethnography of the hobby of model rocketry, I present a practice-centered theory of interest relationships--that is, the pattern of long-term, self-motivated engagement in open-ended practices that has been theorized under the concept of "individual interests". In contrast to extant theories of individual interests, in…

Descriptors: Interests, Ethnography, Vocational Interests, Barriers

Steffe, Leslie P. – Cognition and Instruction, 2011

In this article, the author wishes to emphasize two fundamental points related to theory that were significantly underplayed in Simon et al.'s "A Developing Approach to Studying Students' Learning through Their Mathematical Activity" (2010). The author believes these points are central to any study of children's mathematical learning. The first…

Descriptors: Mathematics Instruction, Learning Activities, Learning Theories, Mathematics Activities

Herbst, Patricio; Nachlieli, Talli; Chazan, Daniel – Cognition and Instruction, 2011

This article presents a way of studying the rationality that mathematics teachers utilize in managing the teaching of theorems in high-school geometry. More generally, the study illustrates how to elicit the rationality that guides teachers in handling the demands of teaching practice. In particular, it illustrates how problematic classroom…

Descriptors: Evidence, Video Technology, Cartoons, Mathematics Teachers

van Galen, Mirte S.; Reitsma, Pieter – Cognition and Instruction, 2011

Predictions of the Identical Elements (IE) model of arithmetic fact representation (Rickard, 2005; Rickard & Bourne, 1996) about transfer between arithmetic facts were tested in primary school children. The aim of the study was to test whether the IE model, constructed to explain adult performance, also applies to children. The IE model…

Descriptors: Transfer of Training, Multiplication, Recall (Psychology), Arithmetic

Goldberg, Tsafrir; Schwarz, Baruch B.; Porat, Dan – Cognition and Instruction, 2011

A group of 64 Israeli twelfth-grade students of two different ethnic backgrounds participated in an experiment exploring the effects of argumentative design and social identity on the learning of a charged, ethnicity-related historical controversy. Students were divided into two learning conditions: an argumentative-disciplinary condition and a…

Descriptors: Ethnicity, Textbooks, Essays, Foreign Countries

Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara – Cognition and Instruction, 2011

This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based…

Descriptors: Classroom Environment, School Culture, Inquiry, Science Instruction

Samarapungavan, Ala; Patrick, Helen; Mantzicopoulos, Panayota – Cognition and Instruction, 2011

The purpose of this study was to examine how participation in an inquiry-based science program impacts kindergarten students' science learning and motivation. The study was implemented as part of a larger, federally funded research project, the Scientific Literacy Project or SLP (Mantzicopoulos, Patrick, & Samarapungavan, 2005). The study…

Descriptors: Science Programs, Motivation, Kindergarten, Scientific Literacy

Hackenberg, Amy J. – Cognition and Instruction, 2010

In an 8-month teaching experiment, I investigated how 4 sixth-grade students reasoned with reversible multiplicative relationships. One type of problem involved a known quantity that was a whole number multiple of an unknown quantity, and students were asked to determine the value of the unknown quantity. To solve these problems, students needed…

Descriptors: Mathematics Instruction, Grade 6, Mathematics Achievement, Multiplication

Simon, Martin; Saldanha, Luis; McClintock, Evan; Akar, Gulseren Karagoz; Watanabe, Tad; Zembat, Ismail Ozgur – Cognition and Instruction, 2010

We discuss an emerging program of research on a particular aspect of mathematics learning, students' learning through their own mathematical activity as they engage in particular mathematical tasks. Prior research in mathematics education has characterized learning trajectories of students by specifying a series of conceptual steps through which…

Descriptors: Mathematics Education, Learning Processes, Research Methodology, Mathematics Activities

Falk, Ruma – Cognition and Instruction, 2010

To conceive the infinity of integers, one has to realize: (a) the unending possibility of increasing/decreasing numbers (potential infinity), (b) that the cardinality of the set of numbers is greater than that of any finite set (actual infinity), and (c) that the leap from a finite to an infinite set is itself infinite (immeasurable gap). Three…

Descriptors: Number Concepts, Experiments, Children, Adults

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

Carlson, Marilyn; Oehrtman, Michael; Engelke, Nicole – Cognition and Instruction, 2010

This article describes the development of the Precalculus Concept Assessment (PCA) instrument, a 25-item multiple-choice exam. The reasoning abilities and understandings central to precalculus and foundational for beginning calculus were identified and characterized in a series of research studies and are articulated in the PCA Taxonomy. These…

Descriptors: Calculus, Algebra, Thinking Skills, Cognitive Processes