Journal ArticleDOI
Design Experiments in Educational Research
TLDR
Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.Abstract:
In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.read more
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Journal ArticleDOI
Science and language integration with English learners: A conceptual framework guiding instructional materials development
Understanding ratio and proportion as an example of the apprehending zone and conceptual-phase problem-solving models.
Karen C. Fuson,Dor Abrahamson +1 more
TL;DR: The two models of learning and teaching mathematics introduced here seek to enlarge the view of mathematical cognition by examining such cognition in process during teaching and learning, and are intended to serve as lenses to focus on certain central elements of such teaching andlearning.
Journal ArticleDOI
Moving beyond "Yes" or "No": Shifting from Over-Scaffolding to Contingent Scaffolding in Literacy Instruction with Emergent Bilingual Students.
TL;DR: In this article, the authors provide empirical examples of over-scaffolding as it occurs in peer-to-peer literacy activities among elementary-level emergent bilingual students and advocate for responsive, contingent scaffolding to keep learners productively engaged.
Journal ArticleDOI
Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas
Bárbara M. Brizuela,Maria Blanton,Katharine Sawrey,Ashley Newman-Owens,Angela Murphy Gardiner +4 more
TL;DR: This article analyzed a first grade classroom episode and individual interviews with students who participated in that classroom event to provide evidence of the variety of understandings about variable and variable notation held by first grade children approximately six years of age.