This systematic review is aimed to explore the researches that established students' conceptual change process, both studies that facilitate conceptual change and studies that determined learner characters influencing conceptual change. Overall, 50 studies were examined in this review. The current study focused on the common characteristics of the…

Mathematics is a particularly notable domain in which to understand the role of body movement for improving reasoning, instruction, and learning. One reason is that mathematics ideas are often expressed and taught through disembodied formalisms--diagrams and symbols that are culturally designed to be abstract, amodal, and arbitrary (Glenberg et…

In this paper, a learning progression for geometric transformations is developed based on research that demonstrates the importance of viewing transformations as functions of the plane. The 5 levels of the progression reflect a student's evolving understanding of transformations as functions and their evolving understanding of the domain of these…

Contemporary debates on effective pedagogies for K-12 mathematics have called for shifts in the way teachers and teacher educators conceptualise mathematics as a subject and how it should be taught. This is reflected by changes in the curriculum including the inclusion of a strand called Working Mathematically within K-12 mathematics curriculum…

This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

In order to bridge the gap between knowing something and applying it, students must truly understand the concept. Elements of understanding include attention, consideration of meanings, and conceptualization. (CL)

Proposes a methodology called digraphing, which is useful in synthesizing various findings to develop meaningful categories of student conceptions. Describes how categories can be developed and discusses validity and reliability issues related to the digraphing methodology for synthesizing research studies. (Contains 57 references.) (Author/ASK)

Focuses on students' ideas of average in differing contexts from two perspectives, one of which reflects the structural complexity of concepts as they are expressed and the other which documents the prevalence of ideas associated with three common mathematical measures of average--mean, median, and mode. (Contains 35 references.) (ASK)

Focuses on children creating representations on paper for situations that change over time. Articulates the distinction between homogeneous and heterogeneous spaces and reflects on children's tendency to create hybrids between them. (Author/MM)

Comments on four articles in a special issue of the Journal of the Learning Sciences on methodology in learning sciences. Analyzes the articles within a general model seeking to analyze human activity across multiple time scales. (Author/MM)

Proposes a framework for discussing the nature of the relationships between contexts and the formation of mathematical knowledge through model and field-of-experience concepts. Supports and illustrates this framework with references to curricular innovation and educational research. (Contains 31 references.) (Author/ASK)

Reports on two investigations examining students' thinking processes with regard to functions. Concludes that students often relied on a table or some variation of a table as a cognitive link advancing the development of their reasoning about underlying function relationships. (Author/MM)

Age-related changes in self-definition were examined in 120 students from age 6 to 16 years. It is suggested that with increasing age there is greater self-extension and a reconceptualization of self and not-self relations. (GO)

Introduces a special issue of the Journal of the Learning Sciences on methodology in learning sciences. Focuses on how one begins to account for learning and the potential of a learning context to support learning. (Author/MM)

Advances a methodology for capturing and tracing the emergence, evolution, and diffusion of a practice, conceptual understanding, resource, or student-constructed artifact. Presents the Constructing Networks of Action-Relevant Episodes (CN-ARE) methodology which allows researchers to identify relevant data from a complex, evolving environment, and…