Which of the following bridges children’s informal knowledge with formal concepts?
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journal article Understanding, Motivation, and Teaching: Comment on Lampert's "Knowing, Doing, and Teaching Multiplication"Cognition and Instruction Vol. 3, No. 4 (1986) , pp. 357-370 (14 pages) Published By: Taylor & Francis, Ltd. https://www.jstor.org/stable/3233592 Journal Information The editors and editorial board of Cognition and Instruction recall an admonition of a historian of science, de Solla Price, to consider scientific reasoning as "thinking creatively about anything with no holds barred." We invite work that imaginatively considers problems in cognition and instruction, along with the evidence that would allow others to participate in the exercise of such imagination. Given that methodologies are tools of theory, we invite careful consideration of how methods and theories are reflexively constituted in accounts of teaching and learning. Mindful that education has long been regarded as a design profession, we are most interested in the development of pragmatic theories that offer empirically well-grounded accounts of cognition in designed contexts, such as schools, museums, and workplaces. We invite manuscripts that: systematically investigate the design, generation, functioning, and support of innovative contexts for learning; examine the growth and development of interest and identity in these contexts; explore how social practices, especially in professions, shape cognition; describe the activity of teaching in support of learning; advance our understanding of cognitive processes and their development as they occur in subject matter domains and across contexts, such as laboratories, schools, professions, and informal sites of learning; analyze the nature of fluent and skilled cognition, including professional expertise, in important domains of knowledge and work; examine learners in interaction with innovative tools designed to support new forms of literacy; and contribute to theory building and educational innovation. Research investigating cognition and instruction at multiple grain sizes and through the use of mixed methods is welcomed. In addition, proposals for topic specific special issues are considered. Publisher Information Building on two centuries' experience, Taylor & Francis has grown rapidlyover the last two decades to become a leading international academic publisher.The Group publishes over 800 journals and over 1,800 new books each year, coveringa wide variety of subject areas and incorporating the journal imprints of Routledge,Carfax, Spon Press, Psychology Press, Martin Dunitz, and Taylor & Francis.Taylor & Francis is fully committed to the publication and dissemination of scholarly information of the highest quality, and today this remains the primary goal. Rights & Usage
This item is part of a JSTOR Collection. journal article Journal for Research in Mathematics Education Vol. 32, No. 3 (May, 2001) , pp. 267-295 (29 pages) Published By: National Council of Teachers of Mathematics https://doi.org/10.2307/749828 https://www.jstor.org/stable/749828 Abstract Six fifth-grade students came to instruction with informal knowledge related to partitioning. This knowledge initially focused on partitioning "units of measure one" into a specific number of parts. Students were able to build on their informal knowledge to reconceptualize and partition units to solve problems involving multiplication of fractions in ways that were meaningful to them. Students built their knowledge by developing mental processes related to focusing on fractional amounts and to partitioning units in different ways. Students also frequently returned to their initial focus on the number of parts and to ideas embedded in equal-sharing situations. Journal Information An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. Publisher Information The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With nearly 90,000 members and 250 Affiliates, NCTM is the world's largest organization dedicated to improving mathematics education in grades prekindergarten through grade 12. The Council's "Principles and Standards for School Mathematics" are guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. NCTM is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for our nation's students. Rights & Usage This item is part of a JSTOR Collection. |
