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Journal of the Learning Sciences Volume 24, 2015 - Issue 4
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Editors’ Note

Paving New Pathways to Supporting Disciplinary Learning

Iris Tabak
&
Josh Radinsky
Pages 501-503 | Published online: 09 Nov 2015

REFERENCES

  • Blikstein, P., Worsley, M., Piech, C., Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in the learning of computer programming. Journal of the Learning Sciences, 23, 561–599. doi:10.1080/10508406.2014.954750
  • Heyd-Metzuyanim, E. (2015 /this issue). Vicious cycles of identifying and mathematizing: A case study of the development of mathematical failure. Journal of the Learning Sciences, 24, 504–549. doi:10.1080/10508406.2014.999270
  • Martin, T., Petrick Smith, C., Forsgren Velasquez, N., Aghababyan, A., Janisiewicz, P., & Baker, S. (2015 /this issue). Learning fractions by splitting: Using learning analytics to illuminate the development of mathematical understanding. Journal of the Learning Sciences, 24, 593–637. doi:10.1080/10508406.2015.1078244
  • Martin, T., & Sherin, B. (2013). Learning analytics and computational techniques for detecting and evaluating patterns in learning: An introduction to the special issue. Journal of the Learning Sciences, 22, 511–520. doi:10.1080/10508406.2013.840466
  • Roll, I., Baker, R. S. D., Aleven, V., & Koedinger, K. R. (2014). On the benefits of seeking (and avoiding) help in online problem-solving environments. Journal of the Learning Sciences, 23, 537–560. doi:10.1080/10508406.2014.883977
  • Sengupta, P., Krinks, K., & Clark, D. (2015 /this issue). Learning to deflect: Conceptual change in physics during digital game play. Journal of the Learning Sciences, 24, 638–674. doi:10.1080/10508406.2015.1082912
  • Sengupta-Irving, T., & Enyedy, N. (2015 /this issue). Why engaging in mathematical practices may explain stronger outcomes in affect and engagement: Comparing student-driven with highly guided inquiry. Journal of the Learning Sciences, 24, 550–592. doi:10.1080/10508406.2014.928214
  • Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. Journal of the Learning Sciences, 16, 565–613. doi:10.1080/10508400701525253

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