Shared cognition: Thinking as social practice.

Abstract

The mathematics instructional approaches of effective elementary teachers in urban highpoverty schools were investigated. Approximately 99 urban elementary teachers were administered the Star Teacher Selection Interview; a total of 31 were identified as star teachers. These teachers were then administered the Instructional Practices Assessment to identify their mathematical instructional practices and the degree to which they implemented these practices. The findings indicated that the star teachers are using a variety of instructional approaches that are culturally relevant and aligned with the NCTM's Principles and Standards for School Mathematics. The highest mean ratings were associated with principles and practices related to equity and strong adherence to curriculum standards infused with personal creativity.

Mediating effects of teacher enthusiasm and peer enthusiasm on students’ interest in the college classroom

“…Therefore, in this view, social interaction plays a crucial role in fostering learning because cognition is considered to be socially situated and transpersonal (Erickson, 1996;Resnick, 1991). Especially in terms of the role of teachers, Erickson (1996) explained the importance of interaction between teachers and students in the learning process, stating that as part of interaction, nonverbal as well as oral and written interaction between teachers and students are all considered an important aspect of the learning process.…”

Chapter 1: Individual and Social Aspects of Learning

“…Nevertheless, the basic ideas are relatively clear: It becomes unreasonable to separate cognition or motivation from the socially mediating context or, for that matter, to separate individuals from their activities 9 and the contexts in which they take place. As stated by Resnick (1991): "We seem to be in the midst of multiple efforts to merge the social and cognitive, treating them as essential aspects of one another rather than as dimly sketched background or context" (p. 3).…”

“…Thus, according to this view, it is active construction that is so crucial to learning, not some social guidance going underground. It becomes clear why social learning and a constructivist approach to learning have become close allies (Resnick, 1991).…”

“…Especially motivating are systematic findings about the nonsystematicity of human performance, so highly dependent on particular cultural and social situations (e.g., Lave & Wenger, 1991). Such factors led to the development of a new paradigm for the study of learning in social contexts (e.g., Lave, 1988;Resnick, 1991;Wertsch, Del Rio, & Alvarez, 1995). According to Wertsch (1991), the basic assumption of this sociocultural paradigm is as follows:…”

Most common misconceptions about informational communication technologies in education

“…Међутим, учење није рецептивни одговор (реакција) на наставни стимулус, није ствар "прено-шења" или "акумулације" знања, већ представља процес активног конструисања вла-ститог знања из понуђеног материјала или информација. Та конструкција се одвија у социјалном контексту кроз интеракцију и "преговарање значења" са другима, па је реч о ко-конструкцији или, како се често говори, о социјално дистрибуираном знању (Resnick, 1991;Salomon & Perkins, 1996;Vigotski, 1996). Оно што је научено не живи само у појединачном уму него и у колективу, то остаје у колективном знању групе, подржано културно-потпорним средствима.…”