This article provides firm evidence, for formal and informal educators alike, that shared learning can be powerful and meaningful, if carefully considered. Findings from a study conducted in a summer middle school mathematics class suggest that when students are able to ask legitimate, authentic questions and share understanding about a common problem, their learning becomes truly “distributed by design.”
In this review paper, Oliver calls for greater cross-pollination between neuroscience research and educational practice. She asks, “What can educators learn from an understanding of educational neuroscience?”
Collaborations between schools and ISIs potentially offer powerful learning opportunities, yet assessing the varying needs and perspectives of each partner is not always easy. In this research, Mosian presents an open and honest account of a collaborative project and provides a valuable insight into the important stages of effective collaboration.
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.