Abstract Contrary to the idea that the world is broken and beyond repair, ongoing care and maintenance are primary concerns of people learning with technologies. This paper advances a perspective that an ethic of care has epistemic significance and locates families’ caring practices in technologically-mediated home learning environments. I develop this perspective on human-technology relations, which

Abstract This study brings into conversation two bodies of research that operate from different assumptions and make divergent conclusions about high school students’ capacity to read and respond to literary texts. On one hand, cognitively-oriented expert-novice research comparing experienced literary readers to high school students indicates that students tend not to engage in expert-like interpretive

Abstract While issues of (in)justice in K12 STEM learning have garnered increasing attention, limited research has attended to learning as social-spatial transformation. We draw upon a justice-oriented framework of equitably consequential learning to call attention to how learning and engagement in K12 STEM is rooted in the history and geographies of young people’s lives. Without attention to the ways

Abstract For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic diversity, thus rendering invisible developmental

Abstract Indigenous language reclamation efforts are pushing academic ideas of what language is, in order to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of “language” and “land” have been segregated by this colonial structure. In this study, as we bring them together

Abstract Engaging historiography and interpreting secondary sources represent essential elements of historians’ work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about

Abstract This paper focuses on a historically understudied area in computing education: attending to students’ *design thinking* in university-level introductory programming courses. I offer an account of one student—“Rebecca”—and her experiences and code from a second-semester course on programming concepts for engineers. Using data from both code snapshots and clinical interviews, I explicate both

Abstract This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher collaborations focusing on the professional learning

Abstract Prior research has highlighted that for teachers to develop robust practices, they need to develop rich professional vision (PV)—the ability to see nuanced issues of teaching and learning in situ, interpret them, and respond. In the context of problem-based learning (PBL), PV involves guiding student-centered learning and understanding when to provide just-in-time scaffolding as students navigate

Abstract Collaborative design (co-design) involving practitioners and researchers is emerging as a productive context for addressing theoretical as well as practical issues of teaching and learning. Co-design affords learning opportunities for all participants, although the focus has typically been on teachers. In this study, the Interconnected Interactive Model of Professional Growth (IIMPG) serves

Abstract Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher solidarity co-design emerged. Collectively, the cases

Abstract This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such insights can inform the methods we employ to

Abstract Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in the literature as contexts for empowerment

Abstract Researcher-practitioner collaborations often stop short of engaging researchers and teachers in collectively negotiating the moment-to-moment improvizational decision-making of instructional practice when students are present. We consider the potential for learning at one boundary that often exists between researchers and practitioners as they collaborate on instructional practice: the boundary

Abstract In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based

Abstract The substantive and the political are part of most educational endeavors. Researchers tend to be cast as more powerful in interactions between research and practice. This structural historical hierarchy is at the backdrop of research-practice partnerships (RPP) and threatens to marginalize practitioners’ perspectives. Drawing on Bakhtin and Goffman and responding to a set of papers that transcend

Abstract In this paper, I discuss undergraduate students’ engagement in basic Python programming while solving combinatorial problems. Students solved tasks that were designed to involve programming, and they were encouraged to engage in activities of prediction and reflection. I provide data from two paired teaching experiments, and I outline how the task design and instructional interventions particularly

Published in Cognition and Instruction (Vol. 40, No. 3, 2022)

Abstract Generalization is a critical component of mathematical reasoning, with researchers recommending that it be central to education at all grade levels. However, research on students’ generalizing reveals pervasive difficulties in creating and expressing general statements, which underscores the need to better understand the processes that can support more productive generalizations. In response

Abstract The present study is motivated by a significant body of research documenting teachers’ perennial difficulties with a critical swath of topics related to multiplication. In response, we track how Nina, a future middle grades mathematics teacher, made progress constructing explanations across topics by reasoning with measurement-based definitions of multiplication and of fractions and by coordinating

Abstract This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this approach and discusses the qualitatively different

Abstract In this paper, we revisit a long-running conversation about situated learning and the design of environments for disciplinary engagement. Throughout the 1970s and 1980s, scholars advanced an anthropological critique of the then-dominant acquisitionist paradigm of formal schooling with a situated view focused on membership in communities and participation in practices. The critique led to a

Abstract This study aims to deepen our understanding of teaching, specifically the role of teachers’ responsiveness in promoting equity in secondary science teaching. To build a conceptual argument—that teachers’ responsiveness expands the opportunity to learn for students from historically marginalized communities—I explore one high school science teacher’s classroom instruction using multiple forms

Abstract We investigate fifth-grade students’ identity work and science learning at the margins of a science classroom. By “margins” we refer to activities unrelated to formal classroom instructional content and practices, and which unfold across many settings and contexts, including the classroom itself, but also multi-party, social group gatherings during recess, field trips, and the home. Data were

Abstract Material artifacts play an important role in many learning environments. Such artifacts can include sketches, manipulatives, 3D models, toys and games, or the scrap materials found in makerspaces. Some theorists have argued that material artifacts, even though they do not move or talk, should be considered to have autonomous agency and to interact as equals with human participants. But there

Abstract Given growing interest in K-12 data and data science education, new approaches are needed to help students develop robust understandings of and familiarity with data. The model of the quantified self—in which data about one’s own activities are collected and made into objects of study—provides inspiration for one such approach. By drawing on what one already knows about their self and their

Abstract Scientific observation is central to classroom inquiry and children’s investigations and explanations in science. Young children can struggle with observation, and research has shown that professional scientists who engage in complex observation tasks, observe detailed patterns when they have well-developed disciplinary knowledge. However, fewer studies address how this observational expertise

Abstract Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the creation of transdisciplinary learning environments

Abstract Prior research shows that participation within communities of practice shapes children’s development of repertoires of practice—ways of engaging in activities within a cultural community. Families are a privileged community for learning because of the extensive time spent together, the intimate nature of family relations, and the importance of this time for learning before children enter schools

Abstract Gesture is recognized as part of and integral to cognition. The value of gesture for learning is contingent on how it gathers meaning against the ground of other relevant resources in the setting—in short, how the body is laminated onto the surrounding environment. With a focus on lamination, this paper formulates an integrated theory of viewpoint and spatial reasoning; develops an embodied

Abstract This study explored expertise in searching for online information on a contentious historical and political question. Fact checkers, historians, and college students thought aloud while conducting online research on the question, “Did Margaret Sanger, the founder of Planned Parenthood, support euthanasia?” Analyses of screen recordings and think-aloud transcripts revealed that students clicked

Abstract We examine a hypothesis implied by Steffe’s constructivist model of children’s numerical reasoning: a child’s spontaneous additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders’ responses during clinical, task-based interviews. All participants

Abstract This article presents a formative intervention study, called Learning Lab that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders, and researchers, specifically those who have been historically excluded from schools’ problem-solving activities

Abstract In this paper, we present data from two iterative teaching experiments involving students’ constructions of four basic counting problems. The teaching experiments were designed to leverage the generalizing activities of relating and extending to provide students with opportunities to reflect on initial combinatorial activity when constructing these formulas. We discuss three combinatorial

Abstract After three decades of scholarship describing why and how students ought to be taught to think historically, this study asks what happens when they are. Ten high school students from a school that incorporated historical thinking into all history coursework repeated the think-aloud task from Wineburg’s 1991 study of the cognitive processes underlying the evaluation of historical evidence,

Abstract After three decades of scholarship describing why and how students ought to be taught to think historically, this study asks what happens when they are. Ten high school students from a school that incorporated historical thinking into all history coursework repeated the think-aloud task from Wineburg’s 1991 study of the cognitive processes underlying the evaluation of historical evidence,

Abstract This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students (K-5), we explicate and imagine beyond this

Abstract This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students (K-5), we explicate and imagine beyond this

Abstract Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science, technology, engineering, and mathematics).

Abstract Responsive instruction—or instruction that foregrounds and takes up the disciplinary substance of student thinking—is both a hallmark of recent STEM education reforms and challenging to enact. This kind of instruction may be especially challenging in instructional contexts that mandate or rely on curriculum with set, structured learning trajectories for students. In this paper, we propose

Abstract This study examines the development of secondary preservice science teachers’ (PSTs’) sociopolitical understandings in the context of a yearlong, masters-level, justice-oriented teacher education program. It articulates a theoretical perspective regarding teachers’ conceptions of the work-of-teaching in terms of pedagogical and disciplinary commitments. These conceptions are ideological links

Abstract This study critically examines how the geopolitical configuration of identities, through the medium of the institutionalized label of “English language learners,” can shape and constrain localized experiences for learners. An ethnographic video study was conducted in the context of a mathematics unit (“the transforming recess unit”) wherein learners conducted surveys, summarized data, and

Abstract This paper presents two examples of production-centered, technology-mediated activities in a one-to-one laptop classroom, and examines how those activities supported vastly divergent forms of student agency and participation. As schools turn to large-scale technology programs, such as one-to-one initiatives, to overcome persistent educational and social inequalities, growing concerns over

Abstract Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching. These data draw from

Abstract Modeling is an important element of discovery and design processes because it can help individuals to comprehend and facilitate solutions to problems, mediate among mental and external representations, and off-load cognitive demands. However, engaging in model generation, comprehension, and transformation requires the orchestration of domain knowledge, meta-representational cknowledge, and

Abstract Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field’s theoretical matrix of the sociohistorical, cognitive, sociopolitical, sociocultural, relational, and spatial. Taken together, they tease out new subject-object, subject-subject, and culture-nature relations

Abstract This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the move—always migrating—even if and when we construct sedentarist bias and territorial boundaries of the nation-state as normative or when we remember or remake as “ambulatory we’s” as we engage in “ongoing re-collection and re-membering of dynamic social and

Abstract Developing a sound ability of noticing is a crucial competency for both teachers and medical professionals in the respective professional and disciplinary communities. In this article, we investigate noticing in practice—how members of a professional community in the high-tech modern medicine specialty of Advanced Heart Failure use this ability toward developing and sustaining what it means

Abstract There is a growing corpus of research in the educational sciences that explores the multiple ways in which mobility, or people’s movement from place to place and through places, both constitutes and influences learning. Ambulatory methods and walking interviews are increasingly being used by social scientists and performance researchers to understand human knowledge building from place-based

Abstract Mobility provides the fabric of everyday life but is rarely considered part of learning and is almost never used as relevant, experiential content in teaching. This special issue integrates ideas and efforts across different fields into a more unified framework to study and design for what we call Learning on the Move. Approaches used in these studies reflect various ontological and epistemological

Abstract In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone’s house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and decisions about communities. Holding two epistemic

Abstract Eliciting, noticing, and responding to students’ sense-making is important for advancing students’ understanding and fostering meaningful participation in science. By sense-making, we mean wrestling with ideas, language, experiences, and perspectives in a community to figure out how and why the world works. In the bustle of an elementary classroom, noticing and productively responding to the

Abstract This article examines how Masters of Business Administration (MBA) students, at the height of the Occupy Wall Street movement (Occupy), strove to organize socially and environmentally sustainable business practices. We asked: what kinds of learning were supported through student-led organizing, and how? We designed a multi-sited case study that followed seven focal students across contexts

Abstract Current research in science education and the cognitive sciences has highlighted the importance of epistemic tools in scaffolding learners to think in ways consistent with scientific practices. However, recent studies on epistemic tool have mainly focused on epistemic cognition, but not epistemic metacognition. Epistemic metacognition, which operates at a meta-level targeted at our own thought

Abstract In this article, we report on a video-based field study of an intergenerational family’s enactment of a mathematical object (a torus) in the context of an immersive mathematics exhibition in a science center. To do this, we center interwoven, multi-party mobilities at multiple scales–walking, gesturing, touching, and postural adjustments – as key aspects of how family members co-assemble a

Abstract In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call digital spatial story lines (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public history. Learners collaborate to make and follow

Abstract While academic, cultural, and racial identities have been important concepts in sociocultural theories of learning and development, less attention has been given to political identity. Research on political identities in education tends to be limited to critical pedagogy or civic education contexts, leaving unexamined the role of political identity in supposedly neutral settings, like a computer

Abstract Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to student thinking involves attending to the substance of students’ ideas—the meaning students are making—and pursuing that thinking, adjusting the flow of instruction as needed. Yet, attention and

Abstract Disciplinary activity in science is tool-mediated, and instructional designers often build in opportunities for students to use the conceptual and material tools of the discipline as they engage in activity. When this activity takes place in schools, students and teachers may modify or reject disciplinary tools to fit the goals of schooling. We report collaborative, design-based research to

Abstract This paper draws on Ahmed’s construct of affective economies to explore the role of affect in explaining how marginalization becomes (re)produced in pre-service teachers’ encounters with an actor playing a Kurdish refugee mother in a simulated parent-teacher conference. Through an interpretive case study of four matched-pair pre-service teachers, this paper argues that affective explanations