Search results for author:"MITCHELL NATHAN"
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Journal of Interactive Learning Research Vol. 12, No. 1 (2001) pp. 69–88
This article revisits the "Media Effects" debate-whether media, in and of itself, affects learning-and presents an analysis of the various arguments from a learning theory per-spective. Whether one agrees with a particular position is of lesser...
Educational Media International Vol. 31, No. 4 (1994) pp. 265–73
Discusses interactive multimedia journal (IMMJ) articles; examines limitations and problems of the format; provides recommendations for how to use IMMJ most effectively; and recommends ways of developing initial tests of its impact on audiences. (AEF)
Journal of the Learning Sciences Vol. 13, No. 2 (Apr 01, 2004) pp. 129–164
This article explores how differences in problem representations change both the performance and underlying cognitive processes of beginning algebra students engaged in quantitative reasoning. Contrary to beliefs held by practitioners and...
Journal of the Learning Sciences Vol. 21, No. 2 (2012) pp. 247–286
Gestures are often taken as evidence that the body is involved in thinking and speaking about the ideas expressed in those gestures. In this article, we present evidence drawn from teachers' and learners' gestures to make the case that mathematical...
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom
Journal of the Learning Sciences Vol. 16, No. 4 (October 2007) pp. 523–563
Learning in a socially mediated context like a classroom places emphasis on the ability of learners to communicate their ideas to others, and for members of a class to achieve shared meaning or intersubjectivity (IS). We take a participatory view of ...
Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
Mitchell J. Nathan; Candace Walkington; Rebecca Boncoddo; Elizabeth Pier; Caroline C. Williams; Martha W. Alibali
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 182–193
Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how pedagogical language influences the action–cognition...
Susan R. Goldman; Linda K. Zech; Gautam Biswas; Tom Noser; Helen Bateman; John Bransford; Thaddeus Crews; Allison Moore; Mitchell Nathan; Stephen Owens
Instructional Science: An International Journal of the Learning Sciences Vol. 27, No. 3 (1999) pp. 235–68
Examines mathematics problem solving in a computer software environment using graphical representations of the results of simulations with adolescent students. Discusses the strengths and limitations of inferring goals and plans, the use of verbal...
Martha W. Alibali; Mitchell J. Nathan; Matthew S. Wolfgram; R Breckinridge Church; Steven A. Jacobs; Chelsea Johnson Martinez; Eric J. Knuth
Cognition and Instruction Vol. 32, No. 1 (2014) pp. 65–100
This research investigated how teachers express links between ideas in speech, gestures, and other modalities in middle school mathematics instruction. We videotaped 18 lessons (3 from each of 6 teachers), and within each, we identified "...