-
1
-
-
84965919827
-
The advancement of learning
-
Brown A. L. The advancement of learning. Educational Researcher. 23(8):1994;4-12.
-
(1994)
Educational Researcher
, vol.23
, Issue.8
, pp. 4-12
-
-
Brown, A.L.1
-
3
-
-
0009378788
-
A conception of knowledge acquisition and its implications for mathematics education
-
In L. Steffe, P. Nesher, P. Cobb, G.A. Goldin, & B. Greer (Eds.), Hillsdale, NJ: Erlbaum
-
Hatano, G. (1996). A conception of knowledge acquisition and its implications for mathematics education. In L. Steffe, P. Nesher, P. Cobb, G.A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 197-217). Hillsdale, NJ: Erlbaum.
-
(1996)
Theories of Mathematical Learning
, pp. 197-217
-
-
Hatano, G.1
-
4
-
-
0002824720
-
Sharing cognition through collective comprehension activity
-
In L.B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Washington, DC: American Psychological Association
-
Hatano, G., & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L.B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331-348). Washington, DC: American Psychological Association.
-
(1991)
Perspectives on Socially Shared Cognition
, pp. 331-348
-
-
Hatano, G.1
Inagaki, K.2
-
5
-
-
0039754426
-
A two-level analysis of collective comprehension activity
-
American Educational Research Association, New Orleans
-
Hatano, G., & Inagaki, K. (1994). A two-level analysis of collective comprehension activity. Paper presented at the Symposium, Integrating the Cognitive and Social in the Construction of Mathematical and Scientific Knowledge, American Educational Research Association, New Orleans.
-
(1994)
Paper Presented at the Symposium, Integrating the Cognitive and Social in the Construction of Mathematical and Scientific Knowledge
-
-
Hatano, G.1
Inagaki, K.2
-
6
-
-
0002806668
-
Cultural contexts of schooling revisited: A review of the learning gap from a cultural psychology perspective
-
In S. G. Paris, & H. M. Wellman (Eds.), Washington, DC: American Psychological Association
-
Hatano, G., & Inagaki, K. (1998). Cultural contexts of schooling revisited: A review of the learning gap from a cultural psychology perspective. In S. G. Paris, & H. M. Wellman (Eds.), Global prospects for education: Development, culture and schooling (pp. 79-104). Washington, DC: American Psychological Association.
-
(1998)
Global Prospects for Education: Development, Culture and Schooling
, pp. 79-104
-
-
Hatano, G.1
Inagaki, K.2
-
7
-
-
0040346487
-
Instruction and learning of concept 'force' in static based on Kasetsu-Jikken-Jigyo(Hypothesis-Experiment-Instruction): A new method of science teaching (in Japanese)
-
Itakura K. Instruction and learning of concept 'force' in static based on Kasetsu-Jikken-Jigyo(Hypothesis-Experiment-Instruction): A new method of science teaching (in Japanese). Bulletin of National Institute for Educational Research. 52:1967;1-121.
-
(1967)
Bulletin of National Institute for Educational Research
, vol.52
, pp. 1-121
-
-
Itakura, K.1
-
8
-
-
0002259262
-
When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching
-
Lampart M. When the problem is not the question and the solution is not the answer: mathematical knowing and teaching. American Educational Research Journal. 27:1990;29-63.
-
(1990)
American Educational Research Journal
, vol.27
, pp. 29-63
-
-
Lampart, M.1
-
10
-
-
0031525628
-
Organizing whole-class discussion in mathematics lessons: Effects of presenting a problem with answer alternatives (in Japanese with an English summary)
-
Morita E., Inagaki K. Organizing whole-class discussion in mathematics lessons: Effects of presenting a problem with answer alternatives (in Japanese with an English summary). Japanese Journal of Educational Psychology. 45:1997;129-139.
-
(1997)
Japanese Journal of Educational Psychology
, vol.45
, pp. 129-139
-
-
Morita, E.1
Inagaki, K.2
-
11
-
-
0030494486
-
Moving up and getting steeper: Negotiating shared descriptions of linear graphs
-
Moschkovich J. N. Moving up and getting steeper: Negotiating shared descriptions of linear graphs. Journal of Learning Sciences. 5:1996;239-277.
-
(1996)
Journal of Learning Sciences
, vol.5
, pp. 239-277
-
-
Moschkovich, J.N.1
-
12
-
-
0003425267
-
-
National Council of Teachers of Mathematics Reston, VA: National Council of Teachers of Mathematics
-
National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
-
(1989)
Curriculum and Evaluation Standards for School Mathematics
-
-
-
14
-
-
21344487678
-
Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy
-
O'Connor M. C., Michaels S. Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly. 24:1993;318-335.
-
(1993)
Anthropology and Education Quarterly
, vol.24
, pp. 318-335
-
-
O'Connor, M.C.1
Michaels, S.2
-
15
-
-
0002676811
-
Shifting participant frameworks: Orchestrating thinking practices in group discussion
-
In D. Hicks (Ed.), Cambridge: Cambridge University Press
-
O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 63-103). Cambridge: Cambridge University Press.
-
(1996)
Discourse, Learning, and Schooling
, pp. 63-103
-
-
O'Connor, M.C.1
Michaels, S.2
-
17
-
-
0011411425
-
Constructing knowledge in school
-
In L. S. Liben (Ed.), Hillsdale, NJ: Erlbaum
-
Resnick, L. B. (1987). Constructing knowledge in school. In L. S. Liben (Ed.), Development and learning: conflict or congruence? (pp. 19-50). Hillsdale, NJ: Erlbaum.
-
(1987)
Development and Learning: Conflict or Congruence?
, pp. 19-50
-
-
Resnick, L.B.1
-
20
-
-
0009899681
-
Learning mathematics from classroom instruction: Cross-cultural and experimental perspectives
-
In C. A. Nelson (Ed.)
-
Stigler, J. W., & Fernandez, C. (1995). Learning mathematics from classroom instruction: Cross-cultural and experimental perspectives. In C. A. Nelson (Ed.), Basic and applied perspectives on learning, cognition, and development. The Minnesota symposia on child psychology (Vol. 28, pp. 103-130).
-
(1995)
Basic and Applied Perspectives on Learning, Cognition, and Development. the Minnesota Symposia on Child Psychology
, vol.28
, pp. 103-130
-
-
Stigler, J.W.1
Fernandez, C.2
-
21
-
-
0039754421
-
Addition and subtraction of fractions (in Japanese)
-
January
-
Takahashi, M. (1992). Addition and subtraction of fractions (in Japanese). Studies in Learning How to Learn, January, 22-24.
-
(1992)
Studies in Learning How to Learn
, pp. 22-24
-
-
Takahashi, M.1
-
22
-
-
0000022197
-
Task-related verbal interaction and mathematical learning in small groups
-
Webb N. M. Task-related verbal interaction and mathematical learning in small groups. Journal for Research in Mathematics Education. 22:1991;366-389.
-
(1991)
Journal for Research in Mathematics Education
, vol.22
, pp. 366-389
-
-
Webb, N.M.1
-
23
-
-
0002136563
-
Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom
-
Wells G. Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education. 5:1993;1-37.
-
(1993)
Linguistics and Education
, vol.5
, pp. 1-37
-
-
Wells, G.1
|