Pub Date : 2020-03-05DOI: 10.1080/07370008.2020.1732391
R. Hall, B. Shapiro, Andrew L. Hostetler, Helen Lubbock, David A. Owens, Colleen Daw, D. Fisher
Abstract In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call digital spatial story lines (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public history. Learners collaborate to make and follow map-based story lines that bridge archival media they curate in public libraries and museums onto city neighborhoods these media describe. Story lines can be followed as tours to explore under- or untold stories about a city’s public history at walking scale. To illustrate and study learning within the DSSL framework, we describe and analyze one design iteration from a larger, multi-year research project with local museum, library, and high school partners. Our analysis shows how making and following story lines provided opportunities for pre-service social studies teachers to engage with and learn about the public history of racial segregation, Civil Rights Movement activism, and American Roots Music in Nashville, Tennessee (aka the “Music City”). Our analysis focuses on using archival material to create and share public history as a mobile experience of being both “here-and-then”—a form of palimpsest in which learning on the move layers together historic places and the voices of different historical actors. We end with a discussion of who speaks for the public history of city neighborhoods and the prospects and limitations for teaching and learning with the DSSL framework.
{"title":"Here-and-Then: Learning by Making Places with Digital Spatial Story Lines","authors":"R. Hall, B. Shapiro, Andrew L. Hostetler, Helen Lubbock, David A. Owens, Colleen Daw, D. Fisher","doi":"10.1080/07370008.2020.1732391","DOIUrl":"https://doi.org/10.1080/07370008.2020.1732391","url":null,"abstract":"Abstract In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call digital spatial story lines (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public history. Learners collaborate to make and follow map-based story lines that bridge archival media they curate in public libraries and museums onto city neighborhoods these media describe. Story lines can be followed as tours to explore under- or untold stories about a city’s public history at walking scale. To illustrate and study learning within the DSSL framework, we describe and analyze one design iteration from a larger, multi-year research project with local museum, library, and high school partners. Our analysis shows how making and following story lines provided opportunities for pre-service social studies teachers to engage with and learn about the public history of racial segregation, Civil Rights Movement activism, and American Roots Music in Nashville, Tennessee (aka the “Music City”). Our analysis focuses on using archival material to create and share public history as a mobile experience of being both “here-and-then”—a form of palimpsest in which learning on the move layers together historic places and the voices of different historical actors. We end with a discussion of who speaks for the public history of city neighborhoods and the prospects and limitations for teaching and learning with the DSSL framework.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"348 - 373"},"PeriodicalIF":3.3,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1732391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48513463","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 : 2020-02-26DOI: 10.1080/07370008.2020.1729156
J. Richards, Andrew Elby, Melissa J. Luna, Amy D. Robertson, D. Levin, Colleen Gillespie Nyeggen
Abstract Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to student thinking involves attending to the substance of students’ ideas—the meaning students are making—and pursuing that thinking, adjusting the flow of instruction as needed. Yet, attention and responsiveness to student thinking is irregular and generally rare among novice teachers. In this theoretical paper, we argue that the irregularity of attention and responsiveness to student thinking, including variability within individual teachers’ practice, can be explained by a framework grounded in teachers’ localized framings of their classroom activity—their sense of “what is it that’s going on here.” Using analyses of classroom episodes across contexts and timescales to illustrate our claims, we demonstrate how a framing-anchored framework can coordinate and improve upon three common explanations for the irregularity of novice teachers’ attention and responsiveness to student thinking: underdeveloped skills and/or knowledge for attending and responding, “transmissionist” beliefs about learning, and institutional constraints (and teachers’ perceptions thereof). Building on this argument, we suggest that teacher educators can work with novice teachers’ framings of their classroom activities as a generative anchor for supporting attention and responsiveness to student thinking in classroom settings.
{"title":"Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers’ Attention and Responsiveness to Student Thinking","authors":"J. Richards, Andrew Elby, Melissa J. Luna, Amy D. Robertson, D. Levin, Colleen Gillespie Nyeggen","doi":"10.1080/07370008.2020.1729156","DOIUrl":"https://doi.org/10.1080/07370008.2020.1729156","url":null,"abstract":"Abstract Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to student thinking involves attending to the substance of students’ ideas—the meaning students are making—and pursuing that thinking, adjusting the flow of instruction as needed. Yet, attention and responsiveness to student thinking is irregular and generally rare among novice teachers. In this theoretical paper, we argue that the irregularity of attention and responsiveness to student thinking, including variability within individual teachers’ practice, can be explained by a framework grounded in teachers’ localized framings of their classroom activity—their sense of “what is it that’s going on here.” Using analyses of classroom episodes across contexts and timescales to illustrate our claims, we demonstrate how a framing-anchored framework can coordinate and improve upon three common explanations for the irregularity of novice teachers’ attention and responsiveness to student thinking: underdeveloped skills and/or knowledge for attending and responding, “transmissionist” beliefs about learning, and institutional constraints (and teachers’ perceptions thereof). Building on this argument, we suggest that teacher educators can work with novice teachers’ framings of their classroom activities as a generative anchor for supporting attention and responsiveness to student thinking in classroom settings.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"116 - 152"},"PeriodicalIF":3.3,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1729156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42485954","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 : 2020-02-26DOI: 10.1080/07370008.2020.1730374
Sepehr Vakil
Abstract While academic, cultural, and racial identities have been important concepts in sociocultural theories of learning and development, less attention has been given to political identity. Research on political identities in education tends to be limited to critical pedagogy or civic education contexts, leaving unexamined the role of political identity in supposedly neutral settings, like a computer science (CS) classroom. In this study I offer a conceptual framework that draws on theories of political identity and sociocultural theories of learning to illuminate a process I call disciplinary values interpretation—a process by which students reflect on the values of a disciplinary domain, as well as who they are and might become in relation to the domain. I then operationalize the framework by analyzing the ways in which students’ political identities interacted with their learning processes in a social design experiment conducted in collaboration with a high school teacher in a Computer Science and Technology academy of a large urban high school. Through case studies of two 10th grade students, Stacey and Lupe, I argue that the opportunity to design socially relevant technology provided new resources for disciplinary values interpretation, and had significant implications for how students came to view their own political identities and futures within the discipline of CS. This research has implications for ethical/political theories of learning and also contributes to enduring questions about identification and inequality in education.
{"title":"“I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education","authors":"Sepehr Vakil","doi":"10.1080/07370008.2020.1730374","DOIUrl":"https://doi.org/10.1080/07370008.2020.1730374","url":null,"abstract":"Abstract While academic, cultural, and racial identities have been important concepts in sociocultural theories of learning and development, less attention has been given to political identity. Research on political identities in education tends to be limited to critical pedagogy or civic education contexts, leaving unexamined the role of political identity in supposedly neutral settings, like a computer science (CS) classroom. In this study I offer a conceptual framework that draws on theories of political identity and sociocultural theories of learning to illuminate a process I call disciplinary values interpretation—a process by which students reflect on the values of a disciplinary domain, as well as who they are and might become in relation to the domain. I then operationalize the framework by analyzing the ways in which students’ political identities interacted with their learning processes in a social design experiment conducted in collaboration with a high school teacher in a Computer Science and Technology academy of a large urban high school. Through case studies of two 10th grade students, Stacey and Lupe, I argue that the opportunity to design socially relevant technology provided new resources for disciplinary values interpretation, and had significant implications for how students came to view their own political identities and futures within the discipline of CS. This research has implications for ethical/political theories of learning and also contributes to enduring questions about identification and inequality in education.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"115 - 87"},"PeriodicalIF":3.3,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1730374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43847012","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 : 2020-02-26DOI: 10.1080/07370008.2020.1729763
Xiaowei Tang, L. Yang, D. Levin
Abstract In this study, we explore how cross-linguistic differences can contribute to children’s scientific thinking. We compared first and third grade Chinese students’ pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a “Complex Dynamic Systems” (CDS) theoretical perspective on cognition and by the literature on “linguistic relativity” we hypothesized that in cases when two language systems offer greatly different linguistic elements, differences can be expected in how these elements interact with other types of conceptual elements. Consequently, such changes in dynamics may lead to variations in system-level conceptual structures emerging from native speakers of different languages. Our findings showed that (1) Chinese students held no flat or dual earth type of pre-instructional ideas about the earth; (2) Chinese students provided significantly more sphere-based responses than their American and Greek counterparts when responding to questions directly addressing the shape of the earth; (3) such cross-linguistic differences largely vanished for questions not directly getting at the shape of the earth, resulting in high frequency of inconsistency when responses to all the interview questions were interpreted as a whole. We discuss the significance and possible implications of these results for research on cross-cultural conceptual development and for teaching and learning science.
{"title":"When Linguistic Elements Contribute to Conceptual Dynamics: The Case of Chinese Students’ Pre-instructional Ideas About the Earth","authors":"Xiaowei Tang, L. Yang, D. Levin","doi":"10.1080/07370008.2020.1729763","DOIUrl":"https://doi.org/10.1080/07370008.2020.1729763","url":null,"abstract":"Abstract In this study, we explore how cross-linguistic differences can contribute to children’s scientific thinking. We compared first and third grade Chinese students’ pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a “Complex Dynamic Systems” (CDS) theoretical perspective on cognition and by the literature on “linguistic relativity” we hypothesized that in cases when two language systems offer greatly different linguistic elements, differences can be expected in how these elements interact with other types of conceptual elements. Consequently, such changes in dynamics may lead to variations in system-level conceptual structures emerging from native speakers of different languages. Our findings showed that (1) Chinese students held no flat or dual earth type of pre-instructional ideas about the earth; (2) Chinese students provided significantly more sphere-based responses than their American and Greek counterparts when responding to questions directly addressing the shape of the earth; (3) such cross-linguistic differences largely vanished for questions not directly getting at the shape of the earth, resulting in high frequency of inconsistency when responses to all the interview questions were interpreted as a whole. We discuss the significance and possible implications of these results for research on cross-cultural conceptual development and for teaching and learning science.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"224 - 263"},"PeriodicalIF":3.3,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1729763","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43806367","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 : 2020-02-04DOI: 10.1080/07370008.2020.1722128
Grace A. Chen
Abstract This paper draws on Ahmed’s construct of affective economies to explore the role of affect in explaining how marginalization becomes (re)produced in pre-service teachers’ encounters with an actor playing a Kurdish refugee mother in a simulated parent-teacher conference. Through an interpretive case study of four matched-pair pre-service teachers, this paper argues that affective explanations can complement an ideological perspective on marginalization. It does so by attending to the systemic production of marginalization and to the historicized selves and attunements of both pre-service teachers and the actor, and by illustrating the opportunities afforded for reproduction or resistance in particular encounters. The affective approach offers alternate entry points for teacher educators interested in the development of justice-oriented pre-service teachers.
{"title":"“That’s Obviously Really Insensitive:” Attuning to Marginalization in a Parent-Teacher Encounter","authors":"Grace A. Chen","doi":"10.1080/07370008.2020.1722128","DOIUrl":"https://doi.org/10.1080/07370008.2020.1722128","url":null,"abstract":"Abstract This paper draws on Ahmed’s construct of affective economies to explore the role of affect in explaining how marginalization becomes (re)produced in pre-service teachers’ encounters with an actor playing a Kurdish refugee mother in a simulated parent-teacher conference. Through an interpretive case study of four matched-pair pre-service teachers, this paper argues that affective explanations can complement an ideological perspective on marginalization. It does so by attending to the systemic production of marginalization and to the historicized selves and attunements of both pre-service teachers and the actor, and by illustrating the opportunities afforded for reproduction or resistance in particular encounters. The affective approach offers alternate entry points for teacher educators interested in the development of justice-oriented pre-service teachers.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"153 - 178"},"PeriodicalIF":3.3,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1722128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48054570","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 : 2020-02-04DOI: 10.1080/07370008.2020.1718677
S. B. Nolen, Lia Wetzstein, Alexandra Goodell
Abstract Disciplinary activity in science is tool-mediated, and instructional designers often build in opportunities for students to use the conceptual and material tools of the discipline as they engage in activity. When this activity takes place in schools, students and teachers may modify or reject disciplinary tools to fit the goals of schooling. We report collaborative, design-based research to develop and optimize material tools to mediate student and teacher activity in a project-based high school environmental science course along dimensions thought to promote productive disciplinary engagement. We use Engeström’s Cultural-Historical Activity Theory to understand both the collaborative design process (university-based researchers and classroom teachers) and the implementation in classrooms. In addition to quantitative analyses of student engagement, two cases of design-test-redesign-retest cycles are presented to illustrate our methods and provide evidence for the use of material tools to support productive disciplinary engagement. Based on our research, we suggest design principles for developing material tools to support disciplinary engagement which take into account the necessary hybridity of project-based learning in schools. Implications for design and implementation of project-based science are discussed.
{"title":"Designing Material Tools to Mediate Disciplinary Engagement in Environmental Science","authors":"S. B. Nolen, Lia Wetzstein, Alexandra Goodell","doi":"10.1080/07370008.2020.1718677","DOIUrl":"https://doi.org/10.1080/07370008.2020.1718677","url":null,"abstract":"Abstract Disciplinary activity in science is tool-mediated, and instructional designers often build in opportunities for students to use the conceptual and material tools of the discipline as they engage in activity. When this activity takes place in schools, students and teachers may modify or reject disciplinary tools to fit the goals of schooling. We report collaborative, design-based research to develop and optimize material tools to mediate student and teacher activity in a project-based high school environmental science course along dimensions thought to promote productive disciplinary engagement. We use Engeström’s Cultural-Historical Activity Theory to understand both the collaborative design process (university-based researchers and classroom teachers) and the implementation in classrooms. In addition to quantitative analyses of student engagement, two cases of design-test-redesign-retest cycles are presented to illustrate our methods and provide evidence for the use of material tools to support productive disciplinary engagement. Based on our research, we suggest design principles for developing material tools to support disciplinary engagement which take into account the necessary hybridity of project-based learning in schools. Implications for design and implementation of project-based science are discussed.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"179 - 223"},"PeriodicalIF":3.3,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1718677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848859","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 : 2020-01-30DOI: 10.1080/07370008.2020.1717492
J. Radinsky
Abstract Learning in data-rich environments has been a focus of learning sciences research since the inception of the field, with increasing interest in the ways learners narrate data. This article examines the narration of data from the perspective of learning on the move, identifying mobilities of data, and of the narratives in which they are mobilized. Two case studies of data narration are presented: seventh graders in a social studies classroom, describing African-American migrations to and from a familiar neighborhood, using a census data visualization tool; and a presentation by the director of special education for a school district to the Board of Education, using data to describe trends in the district. Four modes of data narration are examined across cases: (1) telling a story about oneself working with data; (2) animating a data representation; (3) incorporating data into extant narratives; and (4) narrating oneself into a data-represented world. The analysis examines the ways data, narratives, and people are set in motion in each of these modes, and the ways the resulting mobilities mediate learning with data.
{"title":"Mobilities of Data Narratives","authors":"J. Radinsky","doi":"10.1080/07370008.2020.1717492","DOIUrl":"https://doi.org/10.1080/07370008.2020.1717492","url":null,"abstract":"Abstract Learning in data-rich environments has been a focus of learning sciences research since the inception of the field, with increasing interest in the ways learners narrate data. This article examines the narration of data from the perspective of learning on the move, identifying mobilities of data, and of the narratives in which they are mobilized. Two case studies of data narration are presented: seventh graders in a social studies classroom, describing African-American migrations to and from a familiar neighborhood, using a census data visualization tool; and a presentation by the director of special education for a school district to the Board of Education, using data to describe trends in the district. Four modes of data narration are examined across cases: (1) telling a story about oneself working with data; (2) animating a data representation; (3) incorporating data into extant narratives; and (4) narrating oneself into a data-represented world. The analysis examines the ways data, narratives, and people are set in motion in each of these modes, and the ways the resulting mobilities mediate learning with data.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"374 - 406"},"PeriodicalIF":3.3,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1717492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48748224","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 : 2020-01-02DOI: 10.1080/07370008.2019.1636796
Keith Weber, K. Lew, Juan Pablo Mejía-Ramos
Abstract In mathematics education, researchers commonly infer students’ standards of conviction from the justifications that they produce. Specifically, if students justify a mathematical statement with an empirical justification, researchers often infer that example-based justifications provide the students with certainty that a general mathematical statement is true. In this article, we present a theoretical framework for interpreting individuals’ proof-related behavior that challenges the aforementioned interpretations. Adapting constructs from expectancy value theory, we argue that whether an individual will seek a deductive proof or settle for an empirical justification depends on several factors, including the value they place on knowing the veracity of the mathematical statement being considered, the cost in terms of time and effort in searching for a proof, and their perceived likelihood of success of being able to find a proof. We demonstrate that mathematicians consider value, cost, and effort in deciding what statements they will try to prove, so it would not be irrational or unmathematical for students to make the same considerations. We illustrate the explanatory power of our framework by studying the justification behavior of 11 preservice and in-service secondary mathematics teachers in a problem-solving course. Although these individuals frequently justified mathematical statements empirically, these individuals were aware of the limitations of empirical justifications and they usually did not obtain certainty from these justifications. The notions of value, cost, and likelihood of success could explain why they settled for empirical justifications and ceased seeking proofs.
{"title":"Using Expectancy Value Theory to Account for Individuals’ Mathematical Justifications","authors":"Keith Weber, K. Lew, Juan Pablo Mejía-Ramos","doi":"10.1080/07370008.2019.1636796","DOIUrl":"https://doi.org/10.1080/07370008.2019.1636796","url":null,"abstract":"Abstract In mathematics education, researchers commonly infer students’ standards of conviction from the justifications that they produce. Specifically, if students justify a mathematical statement with an empirical justification, researchers often infer that example-based justifications provide the students with certainty that a general mathematical statement is true. In this article, we present a theoretical framework for interpreting individuals’ proof-related behavior that challenges the aforementioned interpretations. Adapting constructs from expectancy value theory, we argue that whether an individual will seek a deductive proof or settle for an empirical justification depends on several factors, including the value they place on knowing the veracity of the mathematical statement being considered, the cost in terms of time and effort in searching for a proof, and their perceived likelihood of success of being able to find a proof. We demonstrate that mathematicians consider value, cost, and effort in deciding what statements they will try to prove, so it would not be irrational or unmathematical for students to make the same considerations. We illustrate the explanatory power of our framework by studying the justification behavior of 11 preservice and in-service secondary mathematics teachers in a problem-solving course. Although these individuals frequently justified mathematical statements empirically, these individuals were aware of the limitations of empirical justifications and they usually did not obtain certainty from these justifications. The notions of value, cost, and likelihood of success could explain why they settled for empirical justifications and ceased seeking proofs.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"27 - 56"},"PeriodicalIF":3.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2019.1636796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894615","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 : 2020-01-02DOI: 10.1080/07370008.2019.1616740
Erica Litke
Abstract Algebra is a key course in the high school mathematics sequence. Despite its prominence, large-scale examinations of algebra instruction are rare and it is not clear whether and how instructional practices that support students’ learning of algebra content manifest in classroom instruction. Drawing on video from 108 ninth-grade algebra lessons from 5 districts recorded as part of the Measures of Effective Teaching (MET) Project, I describe instruction using scores from a newly developed, algebra-focused observation tool to ground the description of instructional practice in the content being taught. I present the range of instructional formats and the nature and quality of algebra-focused instructional features related to the teaching of procedures and to the ways in which teachers leverage connections to support students’ algebra learning. To illustrate these descriptive results, I present case studies of 2 lessons: 1 rated typical and 1 rated high-quality. I find that although the majority of lessons in the sample follow traditional formats, specific instructional features that benefit student learning in algebra are present to a modest degree across lessons, though not often at high levels of quality. The case lessons demonstrate both glimmers of promise and missed opportunities to engage in instruction that benefits student learning of algebra. I discuss the implications of these results for improving the quality of algebra teaching and argue for the affordances of a content-focused observation tool as a lens for instructional improvement efforts.
{"title":"The Nature and Quality of Algebra Instruction: Using a Content-Focused Observation Tool as a Lens for Understanding and Improving Instructional Practice","authors":"Erica Litke","doi":"10.1080/07370008.2019.1616740","DOIUrl":"https://doi.org/10.1080/07370008.2019.1616740","url":null,"abstract":"Abstract Algebra is a key course in the high school mathematics sequence. Despite its prominence, large-scale examinations of algebra instruction are rare and it is not clear whether and how instructional practices that support students’ learning of algebra content manifest in classroom instruction. Drawing on video from 108 ninth-grade algebra lessons from 5 districts recorded as part of the Measures of Effective Teaching (MET) Project, I describe instruction using scores from a newly developed, algebra-focused observation tool to ground the description of instructional practice in the content being taught. I present the range of instructional formats and the nature and quality of algebra-focused instructional features related to the teaching of procedures and to the ways in which teachers leverage connections to support students’ algebra learning. To illustrate these descriptive results, I present case studies of 2 lessons: 1 rated typical and 1 rated high-quality. I find that although the majority of lessons in the sample follow traditional formats, specific instructional features that benefit student learning in algebra are present to a modest degree across lessons, though not often at high levels of quality. The case lessons demonstrate both glimmers of promise and missed opportunities to engage in instruction that benefits student learning of algebra. I discuss the implications of these results for improving the quality of algebra teaching and argue for the affordances of a content-focused observation tool as a lens for instructional improvement efforts.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"57 - 86"},"PeriodicalIF":3.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2019.1616740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48251659","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 : 2020-01-02DOI: 10.1080/07370008.2019.1677664
Nicole Louie
Abstract There is widespread agreement that students should be supported to experience intellectual agency. However, “traditional,” teacher-centered forms of instruction tend to limit students’ opportunities to exercise agency, and many studies have shown that such instruction is highly resistant to change, particularly in mathematics. This article examines how teachers at five elementary schools used discourses emphasizing student agency to make sense of their mathematics instruction, in the context of a professional development program that highlighted fostering agency as a means for advancing equity. The author finds that although teachers took up agency-focused discourse in meaningful ways, they simultaneously perpetuated the assumption that some children are smarter and more capable than others. This illustrates ideological dimensions of instructional change and stability at the level of teachers’ everyday work. Approaches to student-centered reforms that do not attend to these dimensions may fall short of their aspirations to serve “all students” well.
{"title":"Agency Discourse and the Reproduction of Hierarchy in Mathematics Instruction","authors":"Nicole Louie","doi":"10.1080/07370008.2019.1677664","DOIUrl":"https://doi.org/10.1080/07370008.2019.1677664","url":null,"abstract":"Abstract There is widespread agreement that students should be supported to experience intellectual agency. However, “traditional,” teacher-centered forms of instruction tend to limit students’ opportunities to exercise agency, and many studies have shown that such instruction is highly resistant to change, particularly in mathematics. This article examines how teachers at five elementary schools used discourses emphasizing student agency to make sense of their mathematics instruction, in the context of a professional development program that highlighted fostering agency as a means for advancing equity. The author finds that although teachers took up agency-focused discourse in meaningful ways, they simultaneously perpetuated the assumption that some children are smarter and more capable than others. This illustrates ideological dimensions of instructional change and stability at the level of teachers’ everyday work. Approaches to student-centered reforms that do not attend to these dimensions may fall short of their aspirations to serve “all students” well.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"1 - 26"},"PeriodicalIF":3.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2019.1677664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42017188","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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