Learning progressions and teaching sequences: A review and analysis

R Duschl, S Maeng, A Sezen - Studies in Science Education, 2011 - Taylor & Francis
Our paper is an analytical review of the design, development and reporting of learning
progressions and teaching sequences. Research questions are:(1) what criteria are being …

Re-sourcing teachers' work and interactions: A collective perspective on resources, their use and transformation

B Pepin, G Gueudet, L Trouche - ZDM, 2013 - Springer
This paper reviews the literature on the theme of mathematics teachers' work and
interactions with resources, taking a particular perspective, the so-called 'collective …

The future of embodied design for mathematics teaching and learning

D Abrahamson, MJ Nathan, C Williams-Pierce… - Frontiers in …, 2020 - frontiersin.org
A rising epistemological paradigm in the cognitive sciences—embodied cognition—has
been stimulating innovative approaches, among educational researchers, to the design and …

[PDF][PDF] Investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje: una línea de investigación emergente en Enseñanza de las Ciencias

J Guisasola, J Ametller, K Zuza - … sobre enseñanza y Divulgación de las …, 2021 - redalyc.org
Desde hace unas décadas la investigación basada en el diseño de Secuencias de
Enseñanza-Aprendizaje se ha convertido en una línea de investigación cada vez más …

Principles for designing mathematical tasks that enhance imitative and creative reasoning

J Lithner - Zdm, 2017 - Springer
The design research programme learning by imitative and creative reasoning (LICR) studies
whether, how and why tasks and teaching that enhance creative reasoning lead to a more …

Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning

D Clarke, A Roche - The Journal of Mathematical Behavior, 2018 - Elsevier
A teacher's choice and use of tasks are major determinants of the nature and quality of
students' learning. Teachers of 11–15 year-olds in a project called Task Types and …

Effectiveness of holistic mental model confrontation in driving conceptual change

S Gadgil, TJ Nokes-Malach, MTH Chi - Learning and Instruction, 2012 - Elsevier
Prior research on conceptual change has identified multiple kinds of misconceptions at
different levels of representational complexity including false beliefs, flawed mental models …

Research on mathematics teachers as partners in task design

K Jones, B Pepin - Journal of Mathematics Teacher Education, 2016 - Springer
Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in
mathematics teaching and in mathematics teacher education. Even so, the 'design'of …

Cooperative engineering as a specific design-based research

G Sensevy, D Forest, S Quilio, G Morales - ZDM, 2013 - Springer
In this paper, we first describe what are the main constituents of what we term cooperative
engineering, between teachers and researchers, from an epistemological and theoretical …

Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds

D Abrahamson - International Journal of Child-Computer Interaction, 2014 - Elsevier
Abstract Design researchers should inform the commercial production of educational
technology by explicating their tacit design practice in workable structures and language …