You are here:

Learning and Instruction

Volume 8, Number 6

Search this issue

Table of Contents

Number of articles: 5

  1. 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

    View Abstract
  2. 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

    View Abstract
  3. 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

    View Abstract
  4. “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

    View Abstract
  5. 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

    View Abstract