Difference between pages "Stein & Kaufman (2010)" and "Cobb & Yackel (1996)"

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{{Title|Selecting and Supporting the Use of Mathematics Curricula at Scale}}
{{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}}
__NOTOC__
__NOTOC__
* Authors: [[Mary Kay Stein]] and [[Julia Kaufman]]
* Authors: [[Paul Cobb]] and [[Erna Yackel]]
* Journal: [[American Educational Research Journal]]
* Journal: [[Educational Psychologist]]
* Year: 2010
* Year: 1996
* Source: http://aer.sagepub.com/content/47/3/663
* Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265


== Abstract ==
==Abstract==
This article begins to unravel the question, "What curricular materials work best under what kinds of conditions?" The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. Specifically, the authors focus on how teacher capacity (their level of education, experience, and knowledge) and their use of curriculum influence instruction. The study sample is 48 teachers implementing two standards-based mathematics curricula—''Everyday Mathematics'' and ''Investigations''—in two school districts. The data include interviews and surveys with teachers, as well as observations of instruction, over a 2-year period. Findings indicate that teachers' implementation of ''Investigations'' was considerably better than teachers' implementation of ''Everyday Mathematics'' in terms of maintaining high levels of cognitive demand, attention to student thinking, and mathematical reasoning. These implementation measures were not correlated to measures of teacher capacity across school districts. However, implementation measures were significantly correlated with teachers' lesson preparation that took into account the big mathematical ideas within curriculum. Further qualitative analysis indicated that the ''Investigations'' curriculum provided more support to teachers for locating and understanding the big mathematical ideas within lessons compared to ''Everyday Mathematics''.
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.


== Outline of Headings ==
==Cite==
* High-Quality Implementation and the Factors That Shape It
** What Constitutes a High-Quality Lesson?
** What Factors Shape Implementation Quality?
* Methods
** Setting
** Data Sources
** Analysis Procedures
* Results
** Quality of Implementation
** Teacher Capacity and Use of Curricula
** The Relationship Between Implementation Quality and Variables Measuring Teacher Capacity and Use of Curriculum
** The Relationship Between Curricular Materials and Teachers' Patterns of Use
* Summary and Conclusions
 
==Corrolary==
;APA
;APA
: Stein, M. K., & Kaufman, J. H. (2010). Selecting and supporting the use of mathematics curricula at scale. ''American Educational Research Journal'', 47(3), 663–693. doi:10.3102/0002831209361210
: Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. ''Educational Psychologist'', 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
;BibTeX
;BibTeX
<pre>
<pre>
@article{Stein2010,
@article{Cobb1996a,
author = {Stein, Mary Kay and Kaufman, Julia H.},
author = {Cobb, Paul and Yackel, Erna},
doi = {10.3102/0002831209361210},
doi = {10.1080/00461520.1996.9653265},
journal = {American Educational Research Journal},
journal = {Educational Psychologist},
keywords = {curriculum,educational reform,instructional practices,longitudinal studies,mathematics education,teacher knowledge},
number = {3-4},
number = {3},
pages = {175--190},
pages = {663--693},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
title = {{Selecting and supporting the use of mathematics curricula at scale}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
url = {http://aer.sagepub.com/content/47/3/663},
volume = {31},
volume = {47},
year = {1996}
year = {2010}
}
}
</pre>
</pre>
[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:American Educational Research Journal]]
[[Category:Educational Psychologist]]
[[Category:2010]]
[[Category:1996]]
[[Category:Curriculum Use]]
[[Category:Learning Sciences]]
[[Category:Elementary Mathematics]]

Latest revision as of 20:34, 29 May 2021

Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research

Abstract

Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.

Cite

APA
Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
BibTeX
@article{Cobb1996a,
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1080/00461520.1996.9653265},
journal = {Educational Psychologist},
number = {3-4},
pages = {175--190},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {31},
year = {1996}
}