Pub Date : 2021-05-27DOI: 10.1080/10508406.2021.1922413
J. Bishop
ABSTRACT Background: This study considers the moment-by-moment mathematics discourse of teachers and students and the relationship of these discourses to student learning. I focus on the discursive constructs of responsiveness to students’ mathematical thinking and the intellectual work in teacher and student discourse. Responsiveness to students’ mathematical thinking is the extent to which one acknowledges, elicits, takes up, or builds on student thinking in-the-moment. Intellectual work reflects the cognitive work set in motion or performed by a speaker within a given turn of talk. Methods: I developed analytic frameworks that accounted for different levels of responsiveness and intellectual work during whole-class instruction in seventh-grade mathematics classrooms. These frameworks captured variation in responsiveness and intellectual work which was linked to student achievement using MLM. Findings: Analyses revealed a significant positive relationship between teachers’ responsiveness to student thinking and student learning. Additionally, the intellectual work requested by the teacher was related to the level of intellectual work students provided, acting as an upper bound on students’ mathematical activity. Contributions: The analytic frameworks developed for this study identified forms of responsiveness (High Exploring moves) that were most effective for student learning and specified the relationship between a teacher’s and her students’ levels of intellectual work.
{"title":"Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement","authors":"J. Bishop","doi":"10.1080/10508406.2021.1922413","DOIUrl":"https://doi.org/10.1080/10508406.2021.1922413","url":null,"abstract":"ABSTRACT Background: This study considers the moment-by-moment mathematics discourse of teachers and students and the relationship of these discourses to student learning. I focus on the discursive constructs of responsiveness to students’ mathematical thinking and the intellectual work in teacher and student discourse. Responsiveness to students’ mathematical thinking is the extent to which one acknowledges, elicits, takes up, or builds on student thinking in-the-moment. Intellectual work reflects the cognitive work set in motion or performed by a speaker within a given turn of talk. Methods: I developed analytic frameworks that accounted for different levels of responsiveness and intellectual work during whole-class instruction in seventh-grade mathematics classrooms. These frameworks captured variation in responsiveness and intellectual work which was linked to student achievement using MLM. Findings: Analyses revealed a significant positive relationship between teachers’ responsiveness to student thinking and student learning. Additionally, the intellectual work requested by the teacher was related to the level of intellectual work students provided, acting as an upper bound on students’ mathematical activity. Contributions: The analytic frameworks developed for this study identified forms of responsiveness (High Exploring moves) that were most effective for student learning and specified the relationship between a teacher’s and her students’ levels of intellectual work.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"56 1","pages":"466 - 508"},"PeriodicalIF":3.8,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72637835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-19DOI: 10.1080/10508406.2021.1913167
Caro Williams-Pierce, Jordan Thevenow-Harrison
ABSTRACT Most research on mathematical play and learning is focused on early childhood. This study examines how mathematical play and learning manifest in older children in a mathematical videogame designed by the first author, Rolly’s Adventure. We examined how players experienced mathematical play as they played Rolly’s Adventure, with a particular focus on failure paired with feedback. We used video and audio recordings of the players and their bodies, and screen capture of their gameplay. Spoken language, physical gestures, and digital actions were our primary sources of identifying, understanding, and triangulating mathematical play. We found that players pass through five zones of mathematical play that build upon each other and closely interrelate, and that these zones each involve different types of failure, feedback, and learning experiences. This paper provides a productive definition of mathematical play, introduces a framework that describes players’ mathematical play experiences, and presents five design principles that can be leveraged to support mathematical play.
{"title":"Zones of mathematical play","authors":"Caro Williams-Pierce, Jordan Thevenow-Harrison","doi":"10.1080/10508406.2021.1913167","DOIUrl":"https://doi.org/10.1080/10508406.2021.1913167","url":null,"abstract":"ABSTRACT Most research on mathematical play and learning is focused on early childhood. This study examines how mathematical play and learning manifest in older children in a mathematical videogame designed by the first author, Rolly’s Adventure. We examined how players experienced mathematical play as they played Rolly’s Adventure, with a particular focus on failure paired with feedback. We used video and audio recordings of the players and their bodies, and screen capture of their gameplay. Spoken language, physical gestures, and digital actions were our primary sources of identifying, understanding, and triangulating mathematical play. We found that players pass through five zones of mathematical play that build upon each other and closely interrelate, and that these zones each involve different types of failure, feedback, and learning experiences. This paper provides a productive definition of mathematical play, introduces a framework that describes players’ mathematical play experiences, and presents five design principles that can be leveraged to support mathematical play.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"58 1","pages":"509 - 527"},"PeriodicalIF":3.8,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84709582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"List of Guest Reviewers","authors":"","doi":"10.1080/10508406.2020.1868264","DOIUrl":"https://doi.org/10.1080/10508406.2020.1868264","url":null,"abstract":"(2021). List of Guest Reviewers. Journal of the Learning Sciences: Vol. 30, Learning in and for collective action, pp. i-iv.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"84 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-30DOI: 10.1080/10508406.2021.1908296
Ritva Engeström, Leena Käyhkö
ABSTRACT Background: Recent alternative concepts of school knowledge emphasize knowledge creation via networks of learning around real-world phenomena. We studied entrepreneurship education as an example of new epistemic activity which opens institutional boundaries for active engagement with society in learning. Methods: We used a case-study strategy and a methodology informed by the cultural-historical activity theory for investigating an entrepreneurship course of a middle school. We focused on meaning making in object formation of learning of the groups involved in boundary crossing. Meaning making was studied in a context-sensitive way with an analytic tool designed in the study. Findings: Lacking a knowledge system of a disciplinary school subject, the findings show that entrepreneurship becomes constructed in practice epistemologically as a value-free and politically neutral learning object. In light of these findings we discuss the theoretical link between conceptual learning and learning around real-world phenomena. Contribution: In addition to economic activity, globalization and climate change are also presently forming the social realities of school learners. Our study shows that more theoretical and empirical research on intermediate epistemological practices is needed to avoid a risk that teachers are left on their own to sort out the complex epistemic interrelationships.
{"title":"A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education","authors":"Ritva Engeström, Leena Käyhkö","doi":"10.1080/10508406.2021.1908296","DOIUrl":"https://doi.org/10.1080/10508406.2021.1908296","url":null,"abstract":"ABSTRACT Background: Recent alternative concepts of school knowledge emphasize knowledge creation via networks of learning around real-world phenomena. We studied entrepreneurship education as an example of new epistemic activity which opens institutional boundaries for active engagement with society in learning. Methods: We used a case-study strategy and a methodology informed by the cultural-historical activity theory for investigating an entrepreneurship course of a middle school. We focused on meaning making in object formation of learning of the groups involved in boundary crossing. Meaning making was studied in a context-sensitive way with an analytic tool designed in the study. Findings: Lacking a knowledge system of a disciplinary school subject, the findings show that entrepreneurship becomes constructed in practice epistemologically as a value-free and politically neutral learning object. In light of these findings we discuss the theoretical link between conceptual learning and learning around real-world phenomena. Contribution: In addition to economic activity, globalization and climate change are also presently forming the social realities of school learners. Our study shows that more theoretical and empirical research on intermediate epistemological practices is needed to avoid a risk that teachers are left on their own to sort out the complex epistemic interrelationships.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"53 1","pages":"401 - 432"},"PeriodicalIF":3.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76207538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"感性教育論の展開（5） : 主体性そして全人性","authors":"Satoshi Higuchi","doi":"10.15027/50794","DOIUrl":"https://doi.org/10.15027/50794","url":null,"abstract":"","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"7-16"},"PeriodicalIF":3.8,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.1080/10508406.2021.1888733
M. Rau, Miranda Zahn, Edward Misback, Tiffany Herder, J. Burstyn
ABSTRACT Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevan information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students’ learning of content knowledge. However, students need different types of representational-competency supports, depending on their prior knowledge. This suggests that adaptively assigning students to sense-makingand perceptual-fluency support might be more effective than assigning all students to the same sequence of these supports. Method: We tested this hypothesis in an experiment with 44 undergraduate students in a chemistry course. Students were randomly assigned to a ten-week sequence of problem-solving activities that either provided a fixed sequence of sense-making support and perceptual-fluency support or adaptively assigned these supports based on students’ problem-solving interactions. Findings: Results show that adaptive representational-competency supports reduced students’ confusion and mistakes during problem solving while increasing their learning of content knowledge. Contribution: Our study is the first to show that adaptive support for representational competencies can significantly enhance learning of content knowledge. Given the pervasiveness of visuals, our results may inform general STEM instruction.
{"title":"Adaptive support for representational competencies during technology-based problem solving in chemistry","authors":"M. Rau, Miranda Zahn, Edward Misback, Tiffany Herder, J. Burstyn","doi":"10.1080/10508406.2021.1888733","DOIUrl":"https://doi.org/10.1080/10508406.2021.1888733","url":null,"abstract":"ABSTRACT Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevan information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students’ learning of content knowledge. However, students need different types of representational-competency supports, depending on their prior knowledge. This suggests that adaptively assigning students to sense-makingand perceptual-fluency support might be more effective than assigning all students to the same sequence of these supports. Method: We tested this hypothesis in an experiment with 44 undergraduate students in a chemistry course. Students were randomly assigned to a ten-week sequence of problem-solving activities that either provided a fixed sequence of sense-making support and perceptual-fluency support or adaptively assigned these supports based on students’ problem-solving interactions. Findings: Results show that adaptive representational-competency supports reduced students’ confusion and mistakes during problem solving while increasing their learning of content knowledge. Contribution: Our study is the first to show that adaptive support for representational competencies can significantly enhance learning of content knowledge. Given the pervasiveness of visuals, our results may inform general STEM instruction.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"71 1","pages":"163 - 203"},"PeriodicalIF":3.8,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76541579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-04DOI: 10.1080/10508406.2020.1860992
J. A. Greene, C. Chinn, Victor M. Deekens
ABSTRACT Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through competent use of ideals and reliable processes across a range of contexts. However, educators cannot prepare people for every contentious claim they will encounter over their lifetime. Therefore, we investigated if and how apt epistemic performance developed in one discipline could be adapted or transferred for use in another discipline. Methods: We analyzed think-aloud protocol data gathered as experts from psychology, other social sciences (i.e., near transfer), and natural sciences (i.e., far transfer) grappled with a complex problem: psychology’s replication crisis. Findings: An actor-oriented approach best captured how experts outside of psychology were able to near transfer or adapt epistemic performance; far transfer was more difficult. Contribution: Our findings suggest epistemic education for an informed citizenry should prioritize teaching disciplinary norms and practices as well as their scope and limitations, along with self-awareness of when transfer is and is not appropriate.
{"title":"Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer","authors":"J. A. Greene, C. Chinn, Victor M. Deekens","doi":"10.1080/10508406.2020.1860992","DOIUrl":"https://doi.org/10.1080/10508406.2020.1860992","url":null,"abstract":"ABSTRACT Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through competent use of ideals and reliable processes across a range of contexts. However, educators cannot prepare people for every contentious claim they will encounter over their lifetime. Therefore, we investigated if and how apt epistemic performance developed in one discipline could be adapted or transferred for use in another discipline. Methods: We analyzed think-aloud protocol data gathered as experts from psychology, other social sciences (i.e., near transfer), and natural sciences (i.e., far transfer) grappled with a complex problem: psychology’s replication crisis. Findings: An actor-oriented approach best captured how experts outside of psychology were able to near transfer or adapt epistemic performance; far transfer was more difficult. Contribution: Our findings suggest epistemic education for an informed citizenry should prioritize teaching disciplinary norms and practices as well as their scope and limitations, along with self-awareness of when transfer is and is not appropriate.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"131 1","pages":"351 - 400"},"PeriodicalIF":3.8,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86599852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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