Cognition and Instruction in Transition

Cognition and Instruction

Volumn 35, Issue 1, 2017, Pages 1-3

  Enyedy, Noel ^a   Hall, Rogers ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85002377916     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370008.2017.1262105     Document Type: Editorial

References (11)

1. Bang, M., & Vossoughi, S., (2016). Participatory design research and educational justice:Studying learning and relations within social change making. Cognition & Instruction, 34(3), 173–193.
2. Schauble, L., & Beck, I. (1994). Editors' Comment. Cognition and Instruction, 26(4), 95–95.
3. diSessa, A., (2008). A Note from the Editor. Cognition and Instruction, 26(4), 427–429.
4. Enyedy, N. (2003). Knowledge construction and collective practice:At the intersection of learning, talk, and social configurations in a computer-mediated mathematics classroom. The Journal of the Learning Sciences, 12(3), 361–408.
5. Enyedy, N. (2005). Inventing Mapping:Creating cultural forms to solve collective problems. Cognition and Instruction, 23(4), 427–466.
6. Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7–34.
7. McCutchen & Putnam. (1993). From the Editors. Cognition and Instruction, 16(1), 1–2.
8. Hall, R., & Phillips, N. C., (2013). Editorial:Looking forward from 10 years of published articles. Cognition & Instruction, 31(4), 377–387.
9. Manz, E., (2015). Resistance and development of scientific practice:Designing the mangle into science instruction. Cognition & Instruction, 33(2), 89–124.
10. Resnick, L. B. (1984). Editorial. Cognition and Instruction, 1(1), 1–4.
11. Rubel, L. H., Lim, V. Y., Hall-Wieckert, M., & Sullivan, M., (2016). Teaching mathematics for spatial justice:An investigation of the lottery. Cognition & Instruction, 34(1), 1–26.