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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
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Enyedy, Noel; Mukhopadhyay, Shiuli – Journal of the Learning Sciences, 2007
This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives…
Descriptors: Culturally Relevant Education, Urban Schools, High School Students, High Schools
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Enyedy, Noel – Journal of the Learning Sciences, 2003
Investigates how students' mathematical activities and understandings change as a function of their participation in different social configurations. Examines how the interplay between two social configurations--local investigations at a computer simulation and whole-class discussions--contributes to how 7th grade students learn probabilistic…
Descriptors: Grade 7, Mathematics Instruction, Middle Schools, Probability