It is urgent that we re-examine models of knowledge and knowledge-making within the university, at this time of open learning and deregulated multi-million dollar and euro open science hubs and portals. For otherwise, we are bound into "crude" instrumentalism, "delivering" "knowledge packets" rather than seeing our…

Science educators have long been concerned with how formal schooling contributes to learners' capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of…

This paper examines task design that affords deep changes in mathematical thinking in the context of peer interaction. We describe a study in which 60 low-level high-school students solved a proportional reasoning task, the "blocks" task as individuals and/or in dyadic interaction. We show that we could tailor the design of the task in order to…

The ability to critically evaluate whether information presented actually supports a given claim is essential for cognitive and social development. This paper presents a study focusing on developmental and contextual aspects of this ability (called antilogos). We tested antilogos for different variables: age group (Grades 8 and 10), direction of…

The relationship between normative patterns of social interaction and children's mathematical thinking was investigated in 5 classes (4 reform and 1 conventional) of 7- to 8-year-olds. In earlier studies, lessons from these classes had been analyzed for the nature of interaction broadly defined; the results indicated the existence of 4 types of…