Pub Date : 2022-01-02DOI: 10.1080/07370008.2021.2010208
T. Philip, Josephine H. Pham, Mallika Scott, Arturo Cortez
Abstract Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher solidarity co-design emerged. Collectively, the cases traverse the professional life-course of teachers in a variety of contexts but foreground co-learning and relationality between teachers and researchers in their efforts to create transformational change in schools. Additionally, the analysis of the cases centers our own experiences and insights as former teachers who are currently educational researchers. The principles account for the complex and nested systems of power that teachers occupy within efforts that seek to transform schools into more equitable and just spaces.
{"title":"Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design","authors":"T. Philip, Josephine H. Pham, Mallika Scott, Arturo Cortez","doi":"10.1080/07370008.2021.2010208","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010208","url":null,"abstract":"Abstract Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher solidarity co-design emerged. Collectively, the cases traverse the professional life-course of teachers in a variety of contexts but foreground co-learning and relationality between teachers and researchers in their efforts to create transformational change in schools. Additionally, the analysis of the cases centers our own experiences and insights as former teachers who are currently educational researchers. The principles account for the complex and nested systems of power that teachers occupy within efforts that seek to transform schools into more equitable and just spaces.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"55 - 76"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45622069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/07370008.2021.2010215
S. Goldman, C. Hmelo‐Silver, E. Kyza
Abstract This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher collaborations focusing on the professional learning of both teachers and researchers engaged in jointly designing learning environments. Central questions of interest are: What do teachers and researchers learn from each other, how, and why? What kinds of activities and opportunities support what kinds of learning and for whom? What can we learn from these collaborations about how to support these partnerships? The commentary addresses the importance of both multiple perspectives (alterity, meaning that the researcher and teacher perspectives are distinct), their affinity (common purpose), and the mutuality that these entail.
{"title":"Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue","authors":"S. Goldman, C. Hmelo‐Silver, E. Kyza","doi":"10.1080/07370008.2021.2010215","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010215","url":null,"abstract":"Abstract This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher collaborations focusing on the professional learning of both teachers and researchers engaged in jointly designing learning environments. Central questions of interest are: What do teachers and researchers learn from each other, how, and why? What kinds of activities and opportunities support what kinds of learning and for whom? What can we learn from these collaborations about how to support these partnerships? The commentary addresses the importance of both multiple perspectives (alterity, meaning that the researcher and teacher perspectives are distinct), their affinity (common purpose), and the mutuality that these entail.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"1 - 6"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41614635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/07370008.2021.2010212
Monlin Ko, Allison B. Hall, S. Goldman
Abstract Collaborative design (co-design) involving practitioners and researchers is emerging as a productive context for addressing theoretical as well as practical issues of teaching and learning. Co-design affords learning opportunities for all participants, although the focus has typically been on teachers. In this study, the Interconnected Interactive Model of Professional Growth (IIMPG) serves as a conceptual tool for tracing professional growth pathways of teachers and researchers in co-design contexts. The IIMPG is illustrated through a case study of a teacher and a researcher during a multi-year co-design project. Interactional analyses of their co-design work indicated change in the roles of the teacher and the researcher, knowledge of science inquiry as text-based modeling, and strategies for supporting students in engaging in it. Four years later, the teacher and researcher collaborated in retrospective reflection on their co-design work. Analyses revealed increased awareness of the underlying principles governing the multiple components of the design and how these supported conceptual coherence and interconnected knowledge for students. The multiple lenses and timescales enabled new insights on when, how, and why people learn during collaborative design. The IIMPG served as a generative tool for capturing professional growth pathways for teachers and researchers over iterative co-design cycles.
{"title":"Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth","authors":"Monlin Ko, Allison B. Hall, S. Goldman","doi":"10.1080/07370008.2021.2010212","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010212","url":null,"abstract":"Abstract Collaborative design (co-design) involving practitioners and researchers is emerging as a productive context for addressing theoretical as well as practical issues of teaching and learning. Co-design affords learning opportunities for all participants, although the focus has typically been on teachers. In this study, the Interconnected Interactive Model of Professional Growth (IIMPG) serves as a conceptual tool for tracing professional growth pathways of teachers and researchers in co-design contexts. The IIMPG is illustrated through a case study of a teacher and a researcher during a multi-year co-design project. Interactional analyses of their co-design work indicated change in the roles of the teacher and the researcher, knowledge of science inquiry as text-based modeling, and strategies for supporting students in engaging in it. Four years later, the teacher and researcher collaborated in retrospective reflection on their co-design work. Analyses revealed increased awareness of the underlying principles governing the multiple components of the design and how these supported conceptual coherence and interconnected knowledge for students. The multiple lenses and timescales enabled new insights on when, how, and why people learn during collaborative design. The IIMPG served as a generative tool for capturing professional growth pathways for teachers and researchers over iterative co-design cycles.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"27 - 54"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44431448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/07370008.2021.2010210
Andrea S. Gomoll, C. Hmelo‐Silver, S. Šabanović
Abstract Prior research has highlighted that for teachers to develop robust practices, they need to develop rich professional vision (PV)—the ability to see nuanced issues of teaching and learning in situ, interpret them, and respond. In the context of problem-based learning (PBL), PV involves guiding student-centered learning and understanding when to provide just-in-time scaffolding as students navigate real-world problems. In efforts between teachers and researchers to co-design PBL experiences, design partners co-construct PV as they put forth different ways of seeing and navigate how to support student learning together. We need to better understand how (1) PV is interactionally constructed in these efforts and (2) what tools and designs support this co-construction. We use discourse analysis to explore how joint video analysis in one co-design effort supported the simultaneous development of PV for teacher and researcher. Findings revealed that collaborative video analysis of classroom interaction and student artifacts acted as boundary objects for design partners—a shared space for meaning making. On video, classroom interactions were revisited, and alternative possibilities reimagined. Group artifacts (e.g., drawings and notes) made students’ thinking available for interpretation. Consistent open-ended questions in co-design (e.g., “how are we seeing PBL in action here?”) supported the negotiation and alignment of PVs, setting shared goals, and planning actions for upcoming class periods. This research contributes to our shared understanding of how to support research and practice that is responsive to local context and is mutually beneficial for researcher and teacher.
{"title":"Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design","authors":"Andrea S. Gomoll, C. Hmelo‐Silver, S. Šabanović","doi":"10.1080/07370008.2021.2010210","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010210","url":null,"abstract":"Abstract Prior research has highlighted that for teachers to develop robust practices, they need to develop rich professional vision (PV)—the ability to see nuanced issues of teaching and learning in situ, interpret them, and respond. In the context of problem-based learning (PBL), PV involves guiding student-centered learning and understanding when to provide just-in-time scaffolding as students navigate real-world problems. In efforts between teachers and researchers to co-design PBL experiences, design partners co-construct PV as they put forth different ways of seeing and navigate how to support student learning together. We need to better understand how (1) PV is interactionally constructed in these efforts and (2) what tools and designs support this co-construction. We use discourse analysis to explore how joint video analysis in one co-design effort supported the simultaneous development of PV for teacher and researcher. Findings revealed that collaborative video analysis of classroom interaction and student artifacts acted as boundary objects for design partners—a shared space for meaning making. On video, classroom interactions were revisited, and alternative possibilities reimagined. Group artifacts (e.g., drawings and notes) made students’ thinking available for interpretation. Consistent open-ended questions in co-design (e.g., “how are we seeing PBL in action here?”) supported the negotiation and alignment of PVs, setting shared goals, and planning actions for upcoming class periods. This research contributes to our shared understanding of how to support research and practice that is responsive to local context and is mutually beneficial for researcher and teacher.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"7 - 26"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/07370008.2021.2010209
S. Kavanagh, A. Resnick, Hala Ghousseini, Elizabeth Schiavone Gotwalt, Eric Cordero-Siy, E. Kazemi, Elizabeth Dutro
Abstract Researcher-practitioner collaborations often stop short of engaging researchers and teachers in collectively negotiating the moment-to-moment improvizational decision-making of instructional practice when students are present. We consider the potential for learning at one boundary that often exists between researchers and practitioners as they collaborate on instructional practice: the boundary between performing-teaching and observing-teaching. We draw on performance studies to conceptualize this boundary as a fourth wall. Our analysis examines researcher-practitioner collaboration across four sites in which participants were learning together about the complex work of facilitating student discussion. We analyze how one boundary crossing routine provided opportunities for researchers and practitioners to interact at the boundary of the fourth wall during enactment of discussion-based instruction with students. To analyze episodes of this routine, we draw on conceptualizations of potential learning mechanisms of boundary crossing in research-practice partnerships. Our findings identify and describe the mechanisms for researcher/practitioner learning that arose when our participants crossed the boundary of the fourth wall: perspective taking, boundary spanning, and recognition of shared problem spaces. We argue that these learning mechanisms create potential for researchers and practitioners to wrestle with and learn about the challenges and opportunities within facilitation of student discussions.
{"title":"Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning","authors":"S. Kavanagh, A. Resnick, Hala Ghousseini, Elizabeth Schiavone Gotwalt, Eric Cordero-Siy, E. Kazemi, Elizabeth Dutro","doi":"10.1080/07370008.2021.2010209","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010209","url":null,"abstract":"Abstract Researcher-practitioner collaborations often stop short of engaging researchers and teachers in collectively negotiating the moment-to-moment improvizational decision-making of instructional practice when students are present. We consider the potential for learning at one boundary that often exists between researchers and practitioners as they collaborate on instructional practice: the boundary between performing-teaching and observing-teaching. We draw on performance studies to conceptualize this boundary as a fourth wall. Our analysis examines researcher-practitioner collaboration across four sites in which participants were learning together about the complex work of facilitating student discussion. We analyze how one boundary crossing routine provided opportunities for researchers and practitioners to interact at the boundary of the fourth wall during enactment of discussion-based instruction with students. To analyze episodes of this routine, we draw on conceptualizations of potential learning mechanisms of boundary crossing in research-practice partnerships. Our findings identify and describe the mechanisms for researcher/practitioner learning that arose when our participants crossed the boundary of the fourth wall: perspective taking, boundary spanning, and recognition of shared problem spaces. We argue that these learning mechanisms create potential for researchers and practitioners to wrestle with and learn about the challenges and opportunities within facilitation of student discussions.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"126 - 147"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44231232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/07370008.2021.2000989
Amy B. Ellis, E. Lockwood, E. Tillema, Kevin Moore
Abstract Generalization is a critical component of mathematical reasoning, with researchers recommending that it be central to education at all grade levels. However, research on students’ generalizing reveals pervasive difficulties in creating and expressing general statements, which underscores the need to better understand the processes that can support more productive generalizations. In response, we report on results from 146 interviews with 93 participants in middle school through college in the domains of algebra, advanced algebra, trigonometry/pre-calculus, and combinatorics while solving complex problems. Our findings yielded the Relating-Forming-Extending (RFE) Framework, which distinguishes multiple related forms and types of generalizing. We also present two aspects of mental activity that promote generative generalizations: operative activity, and building and refining activity.
{"title":"Generalization Across Multiple Mathematical Domains: Relating, Forming, and Extending","authors":"Amy B. Ellis, E. Lockwood, E. Tillema, Kevin Moore","doi":"10.1080/07370008.2021.2000989","DOIUrl":"https://doi.org/10.1080/07370008.2021.2000989","url":null,"abstract":"Abstract Generalization is a critical component of mathematical reasoning, with researchers recommending that it be central to education at all grade levels. However, research on students’ generalizing reveals pervasive difficulties in creating and expressing general statements, which underscores the need to better understand the processes that can support more productive generalizations. In response, we report on results from 146 interviews with 93 participants in middle school through college in the domains of algebra, advanced algebra, trigonometry/pre-calculus, and combinatorics while solving complex problems. Our findings yielded the Relating-Forming-Extending (RFE) Framework, which distinguishes multiple related forms and types of generalizing. We also present two aspects of mental activity that promote generative generalizations: operative activity, and building and refining activity.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"351 - 384"},"PeriodicalIF":3.3,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42399590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1080/07370008.2021.1990296
Andrew Izsák, S. Beckmann, Joy Stark
Abstract The present study is motivated by a significant body of research documenting teachers’ perennial difficulties with a critical swath of topics related to multiplication. In response, we track how Nina, a future middle grades mathematics teacher, made progress constructing explanations across topics by reasoning with measurement-based definitions of multiplication and of fractions and by coordinating symbolic representations with math drawings. The dataset spans 1 semester of Nina’s in-class work during a content course—explicitly designed to foster coherence within the multiplicative conceptual field—as well as her written assignments for the course and her moment-to-moment reasoning during three interviews conducted near the beginning, middle, and end of the semester. A main result is that constructs from coordination class theory, a strand of theory within the knowledge-in-pieces epistemological perspective, were particularly useful for tracking and explaining Nina’s piecemeal progress. The broad contribution of the article is two-fold—(a) a shift in focus from research on reasoning about one or two topics toward reasoning across a wider range of topics related to multiplication and (b) highlighting refinement and coordination of knowledge resources as basic processes by which future teachers can progress toward coherent understandings of critical school mathematics content.
{"title":"Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account","authors":"Andrew Izsák, S. Beckmann, Joy Stark","doi":"10.1080/07370008.2021.1990296","DOIUrl":"https://doi.org/10.1080/07370008.2021.1990296","url":null,"abstract":"Abstract The present study is motivated by a significant body of research documenting teachers’ perennial difficulties with a critical swath of topics related to multiplication. In response, we track how Nina, a future middle grades mathematics teacher, made progress constructing explanations across topics by reasoning with measurement-based definitions of multiplication and of fractions and by coordinating symbolic representations with math drawings. The dataset spans 1 semester of Nina’s in-class work during a content course—explicitly designed to foster coherence within the multiplicative conceptual field—as well as her written assignments for the course and her moment-to-moment reasoning during three interviews conducted near the beginning, middle, and end of the semester. A main result is that constructs from coordination class theory, a strand of theory within the knowledge-in-pieces epistemological perspective, were particularly useful for tracking and explaining Nina’s piecemeal progress. The broad contribution of the article is two-fold—(a) a shift in focus from research on reasoning about one or two topics toward reasoning across a wider range of topics related to multiplication and (b) highlighting refinement and coordination of knowledge resources as basic processes by which future teachers can progress toward coherent understandings of critical school mathematics content.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"305 - 350"},"PeriodicalIF":3.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46619029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.1080/07370008.2021.1983577
Frederick A. Peck, I. Renga, Ke Wu, D. Erickson
Abstract In this paper, we revisit a long-running conversation about situated learning and the design of environments for disciplinary engagement. Throughout the 1970s and 1980s, scholars advanced an anthropological critique of the then-dominant acquisitionist paradigm of formal schooling with a situated view focused on membership in communities and participation in practices. The critique led to a practice turn in education and a consensus model for reform-oriented school classrooms as orchestrated practice fields where students engage in disciplinary practices within a structured environment. Questions remain, however, about the nature of the practices and communities that this model engenders. We join this conversation through an anthropological investigation of a self-organized group of teachers who gather outside of school hours to engage in collaborative mathematical activity. Participants have the flexibility to conduct their mathematical activity however they want; yet as we show, they tend to reproduce a practice field resembling a reform-oriented school mathematics classroom. This may seem unremarkable, even desirable for many reformers. However, assuming that teachers can or should only replicate practice fields when doing mathematics may be selling them short. Our findings suggest a durability and invisibility to practice fields that may be limiting the possibilities for the production of novel learning communities within schools.
{"title":"The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math","authors":"Frederick A. Peck, I. Renga, Ke Wu, D. Erickson","doi":"10.1080/07370008.2021.1983577","DOIUrl":"https://doi.org/10.1080/07370008.2021.1983577","url":null,"abstract":"Abstract In this paper, we revisit a long-running conversation about situated learning and the design of environments for disciplinary engagement. Throughout the 1970s and 1980s, scholars advanced an anthropological critique of the then-dominant acquisitionist paradigm of formal schooling with a situated view focused on membership in communities and participation in practices. The critique led to a practice turn in education and a consensus model for reform-oriented school classrooms as orchestrated practice fields where students engage in disciplinary practices within a structured environment. Questions remain, however, about the nature of the practices and communities that this model engenders. We join this conversation through an anthropological investigation of a self-organized group of teachers who gather outside of school hours to engage in collaborative mathematical activity. Participants have the flexibility to conduct their mathematical activity however they want; yet as we show, they tend to reproduce a practice field resembling a reform-oriented school mathematics classroom. This may seem unremarkable, even desirable for many reformers. However, assuming that teachers can or should only replicate practice fields when doing mathematics may be selling them short. Our findings suggest a durability and invisibility to practice fields that may be limiting the possibilities for the production of novel learning communities within schools.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"385 - 412"},"PeriodicalIF":3.3,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59731974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/07370008.2021.1958218
N. Panorkou
Abstract This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this approach and discusses the qualitatively different forms of DYME-V reasoning that students exhibited through this mathematical activity. The analysis of students’ reasoning illustrates how students may reason about the quantities involved in DYME-V, their multiplicative relationship, and also their coordinated multiplicative change. The findings show the potential of the DYME-V approach for supporting a perception of right prisms and cylinders as spaces that are generated and thus defined by other objects as the approach emphasizes dynamic images of change in volume measurement.
{"title":"Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders","authors":"N. Panorkou","doi":"10.1080/07370008.2021.1958218","DOIUrl":"https://doi.org/10.1080/07370008.2021.1958218","url":null,"abstract":"Abstract This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this approach and discusses the qualitatively different forms of DYME-V reasoning that students exhibited through this mathematical activity. The analysis of students’ reasoning illustrates how students may reason about the quantities involved in DYME-V, their multiplicative relationship, and also their coordinated multiplicative change. The findings show the potential of the DYME-V approach for supporting a perception of right prisms and cylinders as spaces that are generated and thus defined by other objects as the approach emphasizes dynamic images of change in volume measurement.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"477 - 511"},"PeriodicalIF":3.3,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45066679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-06DOI: 10.1080/07370008.2021.1972423
Hosun Kang
Abstract This study aims to deepen our understanding of teaching, specifically the role of teachers’ responsiveness in promoting equity in secondary science teaching. To build a conceptual argument—that teachers’ responsiveness expands the opportunity to learn for students from historically marginalized communities—I explore one high school science teacher’s classroom instruction using multiple forms of data collected over 2 academic years. The teacher worked with students from Latinx, immigrant, and low-income communities. The data were analyzed focusing on both describing observable teaching behaviors and interpreting their meanings in relation to students’ opportunity to learn. The analysis showed that a “responsive” teacher who expanded students’ opportunity to learn attended to students’ identities, historical relationships, struggles, and ideas. The teacher addressed students’ relational challenges in participating in disciplinary practices at the stages of both planning and instruction while working against settled hierarchies, cultures, and ideologies reflected in dominant discourses. The theoretical significance and methodological complexity inherent in recognizing teachers’ responsiveness for equity are discussed.
{"title":"Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms","authors":"Hosun Kang","doi":"10.1080/07370008.2021.1972423","DOIUrl":"https://doi.org/10.1080/07370008.2021.1972423","url":null,"abstract":"Abstract This study aims to deepen our understanding of teaching, specifically the role of teachers’ responsiveness in promoting equity in secondary science teaching. To build a conceptual argument—that teachers’ responsiveness expands the opportunity to learn for students from historically marginalized communities—I explore one high school science teacher’s classroom instruction using multiple forms of data collected over 2 academic years. The teacher worked with students from Latinx, immigrant, and low-income communities. The data were analyzed focusing on both describing observable teaching behaviors and interpreting their meanings in relation to students’ opportunity to learn. The analysis showed that a “responsive” teacher who expanded students’ opportunity to learn attended to students’ identities, historical relationships, struggles, and ideas. The teacher addressed students’ relational challenges in participating in disciplinary practices at the stages of both planning and instruction while working against settled hierarchies, cultures, and ideologies reflected in dominant discourses. The theoretical significance and methodological complexity inherent in recognizing teachers’ responsiveness for equity are discussed.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"206 - 232"},"PeriodicalIF":3.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44733721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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