There is growing understanding that learning develops across time and settings. This paper describes a particular case in which a fourth grade boy’s mathematics learning is shaped by experiences both at home and at school. It is relevant to researchers seeking to understand and study learning as a cross-setting phenomenon. It is relevant to ISE educators in that it raises questions about how to coordinate experiences between home and other settings.
This article reports the results of a design research experiment in professional development for teachers of middle school mathematics. The authors report on how they developed their programs to account for three underlying conceptual challenges to their efforts: (1) the institutional contexts that teachers worked in, (2) the ways in which the learning developed in and through the community of practice, and (3) the relationship between teachers' learning in the program and teachers' teaching in their classrooms. Especially because of the different institutional cultures found in ISE versus
This article discusses the design and conditions of high school mathematics activities that aim to distribute opportunities to learn to all students. Of particular interest to ISE educators is the analysis of how some ostensibly equitable group activities may shut down equal participation. Also of interest is the theoretical discussion of the relationship between opportunities to productively participate in mathematical activities and the development of positive mathematical learning identities.
Researchers Jurow, Hall, and Ma examined how conversations and interactions between students and STEM professionals expanded students’ understanding of math modeling.