Learning and Instruction
Volume 8, Number 6
Table of Contents
Number of articles: 5
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From context to contextualizing
Bert Van Oers
Although context is rapidly becoming one of the core concepts in modern educational thinking, this notion still remains ill-defined in literature. This article aims at contributing to the... More
pp. 473-488
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Studying mathematics learning in collective activity
Geoffrey B. Saxe & Steven R. Guberman
This paper describes a study of the interplay between social and developmental processes in children's mathematics learning. The focus is on children's play of an educational game, Treasure Hunt,... More
pp. 489-501
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Construction of mathematical knowledge through whole-class discussion
Kayoko Inagaki, Giyoo Hatano & Eiji Morita
A word problem that requires addition of fractions with different denominators was presented to 11 classes of 4th- or 5th-graders, 10years of age. It had three answer alternatives: adding the... More
pp. 503-526
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“You're going to want to find out which and prove it”: collective argumentation in a mathematics classroom
Ellice A. Forman, Jorge Larreamendy-Joerns, Mary Kay Stein & Catherine A. Brown
One of the proposals of the North American educational reform movement is that teachers should stress scientific argumentation more than the manipulation of symbols and algorithms in their... More
pp. 527-548
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Logic of meanings and situated cognition
Analúcia D Schliemann
Inspired by the views of Piaget & Garcia (1991)that logico-mathematical knowledge has its foundations in a logic of meanings, this paper aims at a better understanding of how knowledge... More
pp. 549-560