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Journal of the Learning Sciences Volume 5, 1996 - Issue 3
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Original Articles

Moving Up and Getting Steeper: Negotiating Shared Descriptions of Linear Graphs

Judit N. Moschkovich
Pages 239-277 | Published online: 17 Nov 2009

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Nicholas C. Johnson, Megan L. Franke, Noreen M. Webb, Marsha Ing, Eric Burnheimer & Joy Zimmerman. (2023) “What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement. Cognition and Instruction 41:3, pages 348-380.
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Kristiina Kumpulainen, Anna Mikkola & Anna-Mari Jaatinen. (2014) The chronotopes of technology-mediated creative learning practices in an elementary school community. Learning, Media and Technology 39:1, pages 53-74.
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Tobin White, Matthew Wallace & Kevin Lai. (2012) Graphing in Groups: Learning About Lines in a Collaborative Classroom Network Environment. Mathematical Thinking and Learning 14:2, pages 149-172.
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Susan Staats & Chris Batteen. (2009) Stretching, sliding and strategy: indexicality in algebraic explanations. Research in Mathematics Education 11:1, pages 57-71.
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JuditN. Moschkovich. (2008) “I Went by Twos, He Went by One”: Multiple Interpretations of Inscriptions as Resources for Mathematical Discussions. Journal of the Learning Sciences 17:4, pages 551-587.
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Piia Näykki & Sanna Järvelä. (2008) How Pictorial Knowledge Representations Mediate Collaborative Knowledge Construction In Groups. Journal of Research on Technology in Education 40:3, pages 359-387.
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Kristiina Kumpulainen & Sinikka Kaartinen. (2003) The Interpersonal Dynamics of Collaborative Reasoning in Peer Interactive Dyads. The Journal of Experimental Education 71:4, pages 333-370.
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Judit Moschkovich. (2002) A Situated and Sociocultural Perspective on Bilingual Mathematics Learners. Mathematical Thinking and Learning 4:2-3, pages 189-212.
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Ming Ming Chiu, Cathy Kessel, Judit Moschkovich & Agustin Muñoz-Nuñez. (2001) Learning to Graph Linear Functions: A Case Study of Conceptual Change. Cognition and Instruction 19:2, pages 215-252.
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Sara Hennessy, Pat Fung & Eileen Scanlon. (2001) The role of the graphic calculator in mediating graphing activity. International Journal of Mathematical Education in Science and Technology 32:2, pages 267-290.
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Ricardo Nemirovsky, Cornelia Tierney & Tracey Wright. (1998) Body Motion and Graphing. Cognition and Instruction 16:2, pages 119-172.
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Judith N. Moschkovich. (1998) Resources for Refining Mathematical Conceptions: Case Studies in Learning About Linear Functions. Journal of the Learning Sciences 7:2, pages 209-237.
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Articles from other publishers (40)

Judit N. Moschkovich. 2023. Illuminating and Advancing the Path for Mathematical Writing Research. Illuminating and Advancing the Path for Mathematical Writing Research 264 290 .
Leslie Glen & Rina Zazkis. (2020) On Linear Functions and Their Graphs: Refining the Cartesian Connection. International Journal of Science and Mathematics Education 19:7, pages 1485-1504.
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Osman Birgin & Kübra Uzun Yazıcı. (2021) The effect of GeoGebra software–supported mathematics instruction on eighth‐grade students' conceptual understanding and retention . Journal of Computer Assisted Learning 37:4, pages 925-939.
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Salvador Huitzilopochtli, Julianne Foxworthy Gonzalez, Judit N. Moschkovich, Sam R. McHugh & Maureen A. Callanan. 2021. Multilingual Education Yearbook 2021. Multilingual Education Yearbook 2021 155 173 .
Randall E. Groth, Jennifer A. Bergner & Jathan W. Austin. (2020) Dimensions of Learning Probability Vocabulary. Journal for Research in Mathematics Education 51:1, pages 75-104.
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Patrick Wachira & Jane Mburu. (2019) Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms. Multicultural Learning and Teaching 14:1.
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Judit N. Moschkovich. 2019. Compendium for Early Career Researchers in Mathematics Education. Compendium for Early Career Researchers in Mathematics Education 59 79 .
Jennifer M. Langer-Osuna. (2018) Exploring the central role of student authority relations in collaborative mathematics. ZDM 50:6, pages 1077-1087.
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Julian Viera. 2018. Learning, Design, and Technology. Learning, Design, and Technology 1 28 .
David DeLiema. (2017) Co-constructed failure narratives in mathematics tutoring. Instructional Science 45:6, pages 709-735.
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Jantien Smit, Arthur Bakker, Dolly van Eerde & Maggie Kuijpers. (2016) Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. Mathematics Education Research Journal 28:3, pages 457-478.
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Cecilia Agudelo-Valderrama & Diana Martínez. (2014) In Pursuit of a Connected Way of Knowing: The Case of One Mathematics Teacher. International Journal of Science and Mathematics Education 14:4, pages 719-737.
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Kristiina Kumpulainen & Anna Mikkola. (2014) Boundary crossing of discourses in pupils' chat interaction during computer-mediated collaboration. Learning, Culture and Social Interaction 3:1, pages 43-53.
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William Zahner & Judit Moschkovich. 2013. Modeling Students' Mathematical Modeling Competencies. Modeling Students' Mathematical Modeling Competencies 373 383 .
Tobin White. 2013. Emerging Technologies for the Classroom. Emerging Technologies for the Classroom 81 92 .
John E. Henning, Timothy McKeny, Gregory D. Foley & Megan Balong. (2012) Mathematics discussions by design: creating opportunities for purposeful participation. Journal of Mathematics Teacher Education 15:6, pages 453-479.
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Richard Lehrer & Richard Lesh. 2012. Handbook of Psychology, Second Edition. Handbook of Psychology, Second Edition.
Osman Birgin. (2012) Investigation of eighth-grade students' understanding of the slope of the linear function. Bolema: Boletim de Educação Matemática 26:42a, pages 139-162.
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Michiel van Eijck, Martin J. Goedhart & Ton Ellermeijer. (2009) Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram. Research in Science Education 41:1, pages 1-18.
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ISABEL BRAUN & NIKOL RUMMEL. (2010) FACILITATING LEARNING FROM COMPUTER-SUPPORTED COLLABORATIVE INQUIRY: THE CHALLENGE OF DIRECTING LEARNERS' INTERACTIONS TO USEFUL ENDS. Research and Practice in Technology Enhanced Learning 05:03, pages 205-244.
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Michel Dumontier, Leo Ferres & Natalia Villanueva-Rosales. (2010) Modeling and querying graphical representations of statistical data. Web Semantics: Science, Services and Agents on the World Wide Web 8:2-3, pages 241-254.
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Susan Staats & Chris Batteen. (2010) Linguistic indexicality in algebra discussions. The Journal of Mathematical Behavior 29:1, pages 41-56.
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William Zahner & Judit Moschkovich. 2010. Modeling Students' Mathematical Modeling Competencies. Modeling Students' Mathematical Modeling Competencies 373 383 .
Daniel P. Corts. (2016) Factors characterizing bursts of figurative language and gesture in college lectures. Discourse Studies 8:2, pages 211-233.
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Judith A. Ramaley. (2005) Goals for Learning and Assessment. Teachers College Record: The Voice of Scholarship in Education 107:14, pages 55-77.
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Judith a. Ramaley. (2005) Goals for Learning and Assessment. Yearbook of the National Society for the Study of Education 104:2, pages 55-77.
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Judith A. Ramaley, Barbara M. Olds & Janice Earle. (2005) Becoming a Learning Organization: New Directions in Science Education Research at the National Science Foundation. Journal of Science Education and Technology 14:2, pages 173-189.
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Hannie Gijlers & Ton de Jong. (2005) The relation between prior knowledge and students' collaborative discovery learning processes. Journal of Research in Science Teaching 42:3, pages 264-282.
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Susan Magidson. (2005) Building bridges within mathematics education: Teaching, research, and instructional design. The Journal of Mathematical Behavior 24:2, pages 135-169.
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Robert McCormick. (2004) Collaboration: The Challenge of ICT. International Journal of Technology and Design Education 14:2, pages 159-176.
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Wolff-Michael Roth. (2004) What is the meaning of “meaning”? A case study from graphing. The Journal of Mathematical Behavior 23:1, pages 75-92.
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Wolff‐Michael Roth & Reinders Duit. (2003) Emergence, flexibility, and stabilization of language in a physics classroom. Journal of Research in Science Teaching 40:9, pages 869-897.
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Richard Lehrer & Richard Lesh. 2003. Handbook of Psychology. Handbook of Psychology 357 391 .
Laura Valenzeno, Martha W Alibali & Roberta Klatzky. (2003) Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology 28:2, pages 187-204.
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Robert A. Reeve & Fiona J. Reynolds. 2002. Perspectives on Practice and Meaning in Mathematics and Science Classrooms. Perspectives on Practice and Meaning in Mathematics and Science Classrooms 231 253 .
Patricia Murphy & Sara Hennessy. (2001) Realising the Potential – and Lost Opportunities – for Peer Collaboration in D&T Setting. International Journal of Technology and Design Education 11:3, pages 203-237.
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Fiona J Reynolds & Robert A Reeve. (2001) Gesture in collaborative mathematics problem-solving. The Journal of Mathematical Behavior 20:4, pages 447-460.
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Sanna Järvelä, Curtis Jay Bonk, Erno Lehtinen & Sirpa Lehti. (2016) A Theoretical Analysis of Social Interactions in Computer-Based Learning Environments: Evidence for Reciprocal Understandings. Journal of Educational Computing Research 21:3, pages 363-388.
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Kayoko Inagaki, Giyoo Hatano & Eiji Morita. (1998) Construction of mathematical knowledge through whole-class discussion. Learning and Instruction 8:6, pages 503-526.
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Michel Dumontier, Leo Ferres & Natalia Villanueva-Rosales. (2010) Modeling and Querying Graphical Representations of Statistical Data. SSRN Electronic Journal.
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