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Thinking Practices in Mathematics and Science Learning (Paperback)
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Thinking Practices in Mathematics and Science Learning (Paperback)
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The term used in the title of this volume--thinking
practices--evokes questions that the authors of the chapters within
it begin to answer: What are thinking practices? What would schools
and other learning settings look like if they were organized for
the learning of thinking practices? Are thinking practices general,
or do they differ by disciplines? If there are differences, what
implications do those differences have for how we organize teaching
and learning? How do perspectives on learning, cognition, and
culture affect the kinds of learning experiences children and
adults have?
This volume describes advances that have been made toward
answering these questions. These advances involve several agendas,
including increasing interdisciplinary communication and
collaboration; reconciling research on cognition with research on
teaching, learning, and school culture; and strengthening the
connections between research and school practice.
The term thinking practices is symbolic of a combination of
theoretical perspectives that have contributed to the volume
editors' understanding of how people learn, how they organize their
thinking inside and across disciplines, and how school learning
might be better organized. By touring through some of the
perspectives on thinking and learning that have evolved into school
learning designs, Greeno and Goldman begin to establish a frame for
what they are calling thinking practices. This volume is a
significant contribution to a topic that they believe will continue
to emerge as a coherent body of scientific and educational research
and practice.
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