Difference between pages "Stein, Grover, & Henningsen (1996)" and "Cobb & Yackel (1996)"

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<span style="font-size: large">''Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms''</span>
{{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}}
__NOTOC__
__NOTOC__
The article ''Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms'' was written by [[Mary Kay Stein]], [[Barbara Grover]], and [[Marjorie Henningsen]] and published in the [[American Educational Research Journal]] in 1996. The article is available from Sage Publications at [http://aer.sagepub.com/content/33/2/455 http://aer.sagepub.com/content/33/2/455].
* Authors: [[Paul Cobb]] and [[Erna Yackel]]
* Journal: [[Educational Psychologist]]
* Year: 1996
* Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265


== Abstract ==
==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.
This article focuses on mathematical tasks as important vehicles for building student capacity for mathematical thinking and reasoning. A stratified random sample of 144 mathematical tasks used during reform-oriented instruction was analyzed in terms of (a) task features (number of solution strategies, number and kind of representations, and communication requirements) and (b) cognitive demands (e.g., memorization, the use of procedures with [and without] connections to concepts, the "doing of mathematics"). The findings suggest that teachers were selecting and setting up the kinds of tasks that reformers argue should lead to the development of students' thinking capacities. During task implementation, the task features tended to remain consistent with how they were set up, but the cognitive demands of high-level tasks had a tendency to decline. The ways in which high-level tasks declined as well as factors associated with task changes from the set-up to implementation phase were explored.
 
== Outline of Article Headings ==
 
* Conceptual Framework
** Mathematical Tasks
** Task Set Up and Implementation
* Methodology
** Data Sources
** Sampling Procedure
** Coding
** Analysis Procedures
* Results
** Description of Mathematical Tasks
** Task Set Up
** Task Implementation
** Factors Associated With How High-Level Tasks Were Implemented
* Discussion
** Instruction in Project Classrooms: Implications for Reform
** Implications for Research
 
== About ==
 
=== Mendeley ===
 
[http://www.mendeley.com/catalog/building-student-capacity-mathematical-thinking-reasoning-analysis-mathematical-tasks-used-reform-cl/ http://www.mendeley.com/catalog/building-student-capacity-mathematical-thinking-reasoning-analysis-mathematical-tasks-used-reform-cl/]
 
=== APA ===
 
Stein, M. K., Grover, B. W., & Henningsen, M. A. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488. doi:10.3102/00028312033002455
 
=== BibTeX ===


==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
<pre>
<pre>
@article{Stein1996,
@article{Cobb1996a,
author = {Stein, Mary Kay and Grover, Barbara W. and Henningsen, Marjorie A.},
author = {Cobb, Paul and Yackel, Erna},
doi = {10.3102/00028312033002455},
doi = {10.1080/00461520.1996.9653265},
journal = {American Educational Research Journal},
journal = {Educational Psychologist},
number = {2},
number = {3-4},
pages = {455--488},
pages = {175--190},
title = {{Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms}},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://aer.sagepub.com/content/33/2/455.short},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {33},
volume = {31},
year = {1996}
year = {1996}
}
}
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[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:American Educational Research Journal]]
[[Category:Educational Psychologist]]
[[Category:1996]]
[[Category:1996]]
[[Category:Curriculum Use]]
[[Category:Learning Sciences]]

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}
}