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Journal of the Learning Sciences Volume 24, 2015 - Issue 4
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Articles

Why Engaging in Mathematical Practices May Explain Stronger Outcomes in Affect and Engagement: Comparing Student-Driven With Highly Guided Inquiry

Tesha Sengupta-IrvingSchool of Education, University of California, IrvineCorrespondence[email protected]
&
Noel EnyedyGraduate School of Education & Information Sciences, University of California, Los Angeles
Pages 550-592 | Published online: 09 Dec 2014

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Samantha A. Marshall, Janna Brown McClain & Alexis McBride. (2023) Reframing translanguaging practices to shift mathematics teachers’ language ideologies. International Journal of Qualitative Studies in Education 0:0, pages 1-14.
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Mi Song Kim. (2021) A systematic review of the design work of STEM teachers. Research in Science & Technological Education 39:2, pages 131-155.
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Tesha Sengupta-Irving & Priyanka Agarwal. (2017) Conceptualizing Perseverance in Problem Solving as Collective Enterprise. Mathematical Thinking and Learning 19:2, pages 115-138.
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Iris Tabak & Josh Radinsky. (2015) Paving New Pathways to Supporting Disciplinary Learning. Journal of the Learning Sciences 24:4, pages 501-503.
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Articles from other publishers (10)

Peter J. Woods & Y. Copur-Gencturk. (2024) Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education 138, pages 104415.
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Steve Murphy & Naomi Ingram. (2023) A scoping review of research into mathematics classroom practices and affect. Teaching and Teacher Education 132, pages 104235.
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Kit Iong Tam, Kelsey Philpott-Robinson, Tennille Johnson & Alison E. Lane. (2023) Measurement of School Engagement in Elementary School Students: A Scoping Review. The American Journal of Occupational Therapy 77:3.
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Lorna Headrick, Adi Wiezel, Gabriel Tarr, Xiaoxue Zhang, Catherine E. Cullicott, James A. Middleton & Amanda Jansen. (2020) Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study. Educational Studies in Mathematics 105:3, pages 435-456.
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Alberto Martinetti. (2020) Optimizing Student-Driven Learning (SdL) through a Framework Designed for Tailoring Personal Student Paths. Education Sciences 10:9, pages 249.
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Daniel T. Hickey, Grant T. Chartrand & Christopher D. Andrews. (2020) Expansive framing as pragmatic theory for online and hybrid instructional design. Educational Technology Research and Development 68:2, pages 751-782.
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Yariv Itzkovich, Dorit Alt & Niva DolevYariv Itzkovich, Dorit Alt & Niva Dolev. 2020. The Challenges of Academic Incivility. The Challenges of Academic Incivility 109 122 .
Dorit Alt & Yariv Itzkovich. (2018) The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors. Higher Education 77:3, pages 437-454.
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Sergio Celis, Carlos Quiroz & Valentina Toro-Vidal. 2019. Problem Solving in Mathematics Instruction and Teacher Professional Development. Problem Solving in Mathematics Instruction and Teacher Professional Development 261 278 .
Jo Dugstad Wake, Frode Guribye & Barbara Wasson. (2018) Learning through collaborative design of location-based games. International Journal of Computer-Supported Collaborative Learning 13:2, pages 167-187.
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