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Journal of Curriculum Studies Volume 28, 1996 - Issue 2
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Original Articles

Cognition, co‐emergence, curriculum

A. Brent DavisView further author information
,
Dennis J. SumaraView further author information
&
Thomas E. KierenView further author information
Pages 151-169 | Published online: 29 Sep 2006

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Donald Stuart Gray & Laura Colucci-Gray. (2019) Laying down a path in walking: student teachers’ emerging ecological identities. Environmental Education Research 25:3, pages 341-364.
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Juan Carlos Castro. (2012) Learning and Teaching Art through Social Media. Studies in Art Education 53:2, pages 152-169.
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Anthony Clarke, Gaalen Erickson, Steve Collins & Anne Phelan. (2005) Complexity Science and Cohorts in Teacher Education. Studying Teacher Education 1:2, pages 159-177.
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Mark Pike. (2003) The canon in the classroom: Students' experiences of texts from other times. Journal of Curriculum Studies 35:3, pages 355-370.
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Kathleen Nolan. (2003) Casting shadows in the science classroom. Canadian Journal of Science, Mathematics and Technology Education 3:2, pages 213-229.
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Andrea Mueller. (2003) Looking Back and Looking Forward: Always becoming a teacher educator through self-study. Reflective Practice 4:1, pages 67-84.
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Waynne B. James & Carol A. Mullen. (2002) Advocating for a Social Roles Curriculum Framework at the Secondary School Level. Educational Studies 28:2, pages 193-207.
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MarkA. Pike. (2002) Aesthetic Distance and the Spiritual Journey: Educating for spiritually and morally significant experiences across the art and literature curriculum. International Journal of Children's Spirituality 7:1, pages 9-21.
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DennisJ. Sumara & Brent Davis. (1997) Enactivist theory and community learning: toward a complexified understanding of action research. Educational Action Research 5:3, pages 403-422.
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Lynn Fels & Karen Meyer. (1997) On The Edge of Chaos: Co‐evolving World(s) of Drama and Science. Teaching Education 9:1, pages 75-81.
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Melissa Troudt, Lindsay Reiten & Jodie Novak. (2024) Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions. Journal of Mathematics Teacher Education.
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Lynn Fels & Karen Meyer. 2023. Exploring Elementary Science Teaching and Learning in Canada. Exploring Elementary Science Teaching and Learning in Canada 47 71 .
Chao Yang Zhang & Conrong Wang. (2022) Virtual Reality and Teaching Paradigms. Virtual Reality and Teaching Paradigms.
Xiong Wang. (2021) Understanding teacher learning in professional learning networks (PLNs): The emergence of lived learning experiences. Malta Journal of Education 2:1, pages 100-122.
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Jérôme Proulx. (2019) Mental mathematics under the lens: Strategies, oral mathematics, enactments of meanings. The Journal of Mathematical Behavior 56, pages 100725.
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Lynn Fels. 2019. Innovations in Narrative and Metaphor. Innovations in Narrative and Metaphor 237 252 .
Janette Bobis. 2019. Critical, Transdisciplinary and Embodied Approaches in STEM Education. Critical, Transdisciplinary and Embodied Approaches in STEM Education 233 249 .
Grzegorz Grzegorczyk. (2018) Dialogue and language as factors contributing to transformative learning in academic tutoring. Psychology of Language and Communication 22:1, pages 164-186.
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Alf Coles & Laurinda Brown. (2015) Task design for ways of working: making distinctions in teaching and learning mathematics. Journal of Mathematics Teacher Education 19:2-3, pages 149-168.
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Jérôme Proulx. (2015) Mental mathematics with mathematical objects other than numbers: The case of operation on functions. The Journal of Mathematical Behavior 39, pages 156-176.
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Elaine Simmt & Tom Kieren. (2015) Three “Moves” in enactivist research: a reflection. ZDM 47:2, pages 307-317.
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Jean-François Maheux & Jérôme Proulx. (2014) Doing|mathematics: analysing data with/in an enactivist-inspired approach. ZDM 47:2, pages 211-221.
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David A. Reid & Joyce Mgombelo. (2014) Survey of key concepts in enactivist theory and methodology. ZDM 47:2, pages 171-183.
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Pier Giuseppe Rossi & Laura Fedeli. (2014) Empathy, Education and AI. International Journal of Social Robotics 7:1, pages 103-109.
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Kanjana Wetbunpot & Narumol Inprasitha. (2015) Teacher’s Listening in Teaching Mathematics Using an Open Approach. Creative Education 06:14, pages 1597-1602.
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Lynn Fels. 2015. Playing in a House of Mirrors. Playing in a House of Mirrors 151 174 .
Jean-Francois Maheux & Wolff-Michael Roth. (2014) The relationality in/of teacher–student communication. Mathematics Education Research Journal 26:3, pages 503-529.
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Wolff-Michael Roth & Jean-François Maheux. (2014) The emerging and emergent present: a view on the indeterminate nature of mathematics lessons. Mathematics Education Research Journal 26:2, pages 325-352.
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Ernest Ampadu & Stephen Adofo. (2014) The importance of theoretical underpinning for a school mathematics curriculum: The Ghanaian experience. International Journal of Research Studies in Education 3:3.
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Jean-François Maheux & Jérôme Proulx. (2014) De résoudre un problème à problématiser mathématiquement. Éducation et francophonie 42:2, pages 24-43.
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Jérôme Proulx. (2013) Mental mathematics, emergence of strategies, and the enactivist theory of cognition. Educational Studies in Mathematics 84:3, pages 309-328.
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Teresa Swirski. 2013. The Creative University. The Creative University 145 159 .
lisahunter. (2011) Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning. Teaching and Teacher Education 27:1, pages 187-200.
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Lynn Fels. 2011. Key Concepts in Theatre/Drama Education. Key Concepts in Theatre/Drama Education 339 343 .
Jo Towers & Kim Hunter. (2010) An ecological reading of mathematical language in a Grade 3 classroom: A case of learning and teaching measurement estimation. The Journal of Mathematical Behavior 29:1, pages 25-40.
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Stephen Petrina, Franc Feng & Juyun Kim. (2007) Researching cognition and technology: how we learn across the lifespan. International Journal of Technology and Design Education 18:4, pages 375-396.
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Steve Collins & Anthony Clarke. (2008) Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum. Teaching and Teacher Education 24:4, pages 1003-1014.
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Theo NiessenTineke Abma, Guy Widdershoven, Cees van der Vleuten & Sanne Akkerman. (2008) Contemporary Epistemological Research in Education. Theory & Psychology 18:1, pages 27-45.
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David Hung & Der-Thanq Victor Chen. (2006) Context–process authenticity in learning: implications for identity enculturation and boundary crossing. Educational Technology Research and Development 55:2, pages 147-167.
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Steve Collins. 2007. Collective Improvisation in a Teacher Education Community. Collective Improvisation in a Teacher Education Community 39 49 .
Anne Phelan, Gaalen Erickson, Linda Farr Darling, Steve Collins & Sylvia Kind. 2007. Collective Improvisation in a Teacher Education Community. Collective Improvisation in a Teacher Education Community 227 246 .
Anthony Clarke, Gaalen Erickson, Steve Collins & Anne Phelan. 2007. Collective Improvisation in a Teacher Education Community. Collective Improvisation in a Teacher Education Community 209 225 .
Renata Phelps, Stewart Hase & Allan Ellis. (2004) Competency, capability, complexity and computers: exploring a new model for conceptualising end‐user computer education. British Journal of Educational Technology 36:1, pages 67-84.
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Abbas Johari, Chee-Kit Looi, David Hung, Jeanette Bopry & Thiam-Seng Koh. (2004) Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy. Educational Technology Research and Development 52:4, pages 91-99.
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Carola Conle. (1999) Moments of interpretation in the perception and evaluation of teaching. Teaching and Teacher Education 15:7, pages 801-814.
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