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Thinking Practices in Mathematics and Science Learning
0 references·16 citing·54 second hopsampled
Thinking Practices in Mathematics and Science Learning (2013)Thinking Practices in Mathematics and Sci…Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity. (2013)Complex problem solving in ed…Where Young People See Science: Everyday activities connected to science (2012)Where Young People See Scienc…Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2011)Modeling-based learning in sc…Context Matters: How Should We Conceptualize Equity in Mathematics Education? 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  • 2001On “Reflexivity” in Qualitative Research: Two Readings, and a Third533 cited
  • 2012Where Young People See Science: Everyday activities connected to science264 cited
  • 2011Context Matters: How Should We Conceptualize Equity in Mathematics Education?248 cited
  • 2011Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions244 cited
  • 2000Meta-representation: an introduction238 cited
  • 2000Virtual solar system project: Building understanding through model building227 cited
  • 2003Argument and conceptual engagement225 cited
  • 2007Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom196 cited
  • 2008Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform194 cited
  • 2002Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students179 cited
  • 2013Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity.168 cited
  • 2006Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry168 cited
  • 2002A PRELIMINARY LOOK AT THE STRUCTURAL DIFFERENCES OF HIGHER EDUCATION CLASSROOM COMMUNITIES IN TRADITIONAL AND ALN COURSES

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168 cited
  • 2011Beliefs and engagement structures: behind the affective dimension of mathematical learning160 cited
  • 2006Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring154 cited
  • 2003Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse153 cited