Forum in Mathematics and Science Education
Course Unique Number: EDC 08495
Petrosino
Time: Tue 4-5PM SZB 344
Contact Information
Dr. Anthony Petrosino
Email: ajpetrosino@mail.utexas.edu
Sanchez Building, Room 462-A Office:
512-232-9681
Office Hours: Wednesday 1PM—3PM and by appointment
This forum is based on papers presented at the 30th Carnegie Mellon
Symposium on Cognition and complied into a recent volume entitled Cognition
and Instruction: Twenty-five Years of Progress. In the past 25 years reciprocal
relationships have been forged between psychology and education, research and
practice, and laboratory and classroom learning contexts. Synergistic advances in theories,
empirical findings, and instructional practice have been facilitated by the establishment of new
interdisciplinary journals, teacher education courses, funding initiatives, and
research institutes. So, with all of this activity, where is the field of
cognition and instruction? How much progress has been made in 25 years? What
remains to be done? This forum along with the edited volume proposes and illustrates
some exciting and challenging answers to these questions.
Course Expectations
Prepare for and participate in class discussion and class work.
Hand in a weekly reflection of the assigned article (500 words).
Participation in class – Class discussion is crucial to the development of
this skill. By participating in a critical debate of the week’s readings, you
and your classmates will improve your ability to speak publicly about issues
and ideas and to question (politely) the positions of others.
Attendance – Class discussions are an extremely important part of
learning and on-time class attendance is mandatory. If you must miss
class, please notify me in advance to discuss the situation. In order for an absence
to be excused, students must complete a writing assignment on the discussion topic for
that day in addition to the regularly assigned reflection paper. The writing
assignment is due within two weeks of the missed class or by the last meeting
of class whichever comes earlier.
Grading:
A: Hand in all but 1 written assignment in a timely fashion,
participation in class discussion and 1 absence or less.
B: Hand in all but 2 written assignments in a timely fashion,
participation in class discussion and/or 2 absences or more.
C: Hand in all but 3 written assignments in timely fashion, participation in class
discussion and/or 3 absences or more.
Required Material
Carver, S. M. and Klahr, D. (2001). Cognition and instruction: Twenty-five years of
progress. Lawrence Erlbaum Associates. Mahwah:NJ.
CLASS MEETINGS
September 4 - Introduction
September 11 - N. Kalchman, J. Moss,
R. Case, Psychological Models for the Development
of Mathematical Understanding: Rational Numbers and Function.
September 18 - R. Lehrer, L. Schauble, D. Strom, M. Pligge, Similarity of Form and
Substance: Modeling Material Kind.
September 25 - D. Klahr, Z. Chen, E.E. Toth, Cognitive Development
and Science Education: Ships that Pass in the Night or Beacons of Mutual Illumination?
October 2 - J. Minstrell, The Role of the Teacher in Making Sense of Classroom
Experiences and Effecting Better Learning.
October 9 - A.S. Palincsar, S.J. Magnusson, The Interplay of First-Hand and
Second-Hand Investigations to Model and Support the Development of Scientific
Knowledge and Reasoning.
October 16 - R. Siegler, Discussion of Parts I and II: Cognition, Instruction, and
the Quest for Meaning.
October 23 - P. Cobb, Supporting the Improvement of Learning and Teaching in Social and
Institutional Context.
October 30 - H.A. Simon, Keynote Address: Learning to Research About Learning.
November 6 - B. Reiser, I. Tabak, W.A. Sandoval, B.K. Smith, F. Steinmuller, A.J. Leone, BGuILE: Strategic
and Conceptual Scaffolds for Scientific Inquiry in Biology Classrooms.
November 13 - S. Wineburg, P. Grossman, Affect and Effect in Cognitive
Approaches to Instruction.
November 20-
M. Lovett, A Collaborative Convergence on Studying Reasoning Processes:
A Case Study in Statistics.
November 27 - S. Carver, Cognition and Instruction: Enriching the Laboratory School
Experience of Children, Teachers, Parents, and Undergraduates
December 4 - R. Glaser, General
Discussion: Progress Then and Now
Academic Integrity - Policy
on Scholastic Dishonesty: Students who violate University rules on scholastic
dishonesty are subject to disciplinary penalties, including the possibility of
failure in the course and/or dismissal from The University. Since such dishonesty
harms the individual, all students, and the integrity of The University,
policies on scholastic dishonesty will be strictly enforced. Please reference
the following URL for more detailed information concerning University policy http://www.utexas.edu/depts/dos/sjs/academicintegrity2.html