scholarly journals A Proposed Instructional Theory for Number in Preschool

2021 ◽  
Vol 23 (7) ◽  
pp. 4-29
Author(s):  
José Luis Cortina Morfín ◽  
Jana Visnovska ◽  
Jesica Peña Jiménez ◽  
Claudia Zúñiga Gaspar
Keyword(s):  
Instructional Theory

An Instructional Theory: A Beginning

1974 ◽  
Vol 11 (3) ◽  
pp. 286
Author(s):  
Basil S. Deming ◽  
Philip L. Hosford
Keyword(s):  
Instructional Theory

Workplace learning and the metacognitive functions of routines

2003 ◽  
Vol 15 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Hugh Munby ◽  
Joan Versnel ◽  
Nancy L. Hutchinson ◽  
Peter Chin ◽  
Derek H. Berg
Keyword(s):  
Workplace Learning ◽  
Cognitive Theory ◽  
Instructional Theory ◽  
Metacognitive Instruction ◽  
The Face ◽  
Generalizable Skills

In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities in workplace knowledge that can be taught. These commonalities are related to metacognition rather than simple cognition, and the approach in this paper is to explore the potential of metacognitive instruction for workplace learning. Specifically, the concept of routines is used to develop an instructional theory derived from the inherent metacognitive functions of routines themselves. The paper draws upon contemporary cognitive theory and on recent research on workplace learning, and it builds on studies the authors have conducted on learning in the workplace and on the observation of routines at work.

A Proposed Instructional Theory for Integer Addition and Subtraction

2012 ◽  
Vol 43 (4) ◽  
pp. 428-464 ◽  
Author(s):  
Michelle Stephan ◽  
Didem Akyuz
Keyword(s):  
Number Line ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Instructional Theory ◽  
Education Theory ◽  
Addition And Subtraction ◽  
Support Students ◽  
Grade Classroom ◽  
Viable Model

This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional sequence, which was based on a financial context, was designed using the Realistic Mathematics Education theory. Additionally, an empty, vertical number line (VNL) is posited as a potentially viable model to support students' organizing their addition and subtraction strategies. Particular emphasis is placed on the mathematical practices that were established in this setting. These practices indicate that students can successfully draw on their experiences with assets, debts, and net worths to create meaning for integer addition and subtraction.

Using the Four Lenses of Critical Reflection to Promote Collaboration and Support Creative Adaptations of Web 2.0 Tools in an Online Environment

2011 ◽  
pp. 146-163 ◽  
Author(s):  
Katia González-Acquaro ◽  
Stephen Preskill
Keyword(s):  
Web 2.0 ◽  
Critical Reflection ◽  
Constructivist Learning ◽  
Online Environment ◽  
Instructional Theory ◽  
Multiple Perspectives ◽  
Web 2.0 Tools ◽  
Online Experience ◽  
Student Reactions

This chapter offers an in-depth narrative of how one instructor in an online environment used the four lenses of critical reflection introduced by Brookfield (1995) – (1) self, (2) student reactions, (3) colleagues’ perceptions, and (4) instructional theory – to adapt the use of Web 2.0 tools that have been found to be effective in promoting collaboration and constructivist learning. These tools can provide educators with the opportunity to examine collaboration and learning from multiple perspectives, while also serving as a way to rethink preconceived notions of how power is distributed in the classroom (Brookfield, 1995). In this chapter the authors share how the four lenses were used to design Web 2.0 activities based on the specific grouping techniques, with the aim to construct a rich online experience.

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