This chapter focuses on the changes in the mathematical knowledge and understanding of
one student as she explored a particular mathematical topic area for a period of 7 hours …

For this article, the development of 1 teacher's pedagogical content knowledge (Shulman,
1986) was tracked longitudinally across 2 years as she taught a new instructional unit in …

The purpose of the present investigation was to describe the relationship between teachers'
knowledge of mathematics and their instructional practice. An experienced fifth grade …

This chapter argues that school learning is different to some extent from the spontaneous
learning of the child in natural environment. The reader may find some resemblance …

Over the last ten years, I have studied the learning opportu-nities provided to students in
different mathematics classrooms, with different teaching approaches. The goal of these …

"[Note: This Abstract Applies to all articles within this issue."] The intention of this monograph
is to chronicle a field-based investigation of children's learning in one second-grade …

In this article, we describe an approach for documenting students' mathematical
development in the social context of a classroom over a prolonged period of time. Our …

This paper examines the category of open-ended exploratory computer environments that
have been labeled “microworlds.” The paper reviews the ways in which the term …

In this report I offer an exploration of the insights that may be provided by a situated
perspective on learning. Through an extension of my previous analysis of students learning …

Novel (as opposed to familiar) tasks can be contexts for students' development of new
knowledge. But managing such development is a complex activity for a teacher. The actions …