Mitchell J. Nathan

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This article explores the complementary strengths and weaknesses of grounded and abstract representations in the domain of early algebra. Abstract representations, such as algebraic symbols, are concise and easy to manipulate but are distanced from any physical referents. Grounded representations, such as verbal descriptions of situations, are more concrete(More)
Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques.(More)
The importance of content knowledge on proficiency in teaching practices is well documented (Borko et al., 1992; Shulman, 1986). But is this statement completely unimpeachable? Are there drawbacks for teaching that are specifically due to subject matter expertise? In this paper we draw on evidence from mathematics and language arts education to show ways(More)
We identify two central challenges to conceptual development of mathematical ideas in STEM education settings and offer pedagogical and curricular approaches to address them. First, STEM education can be framed as developing in learners the ability to notice locally invariant mathematical relations among dramatically different settings, participation(More)
As the field of Learning Sciences matures and newly formed graduate programs self-identify as LS, several questions take on importance: Does LS have a common core? Should it? What are the ramifications for LS graduate programs? Participants will review common and varied approaches to LS graduate education from existing programs and explore the tensions(More)