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Issue 28 (3) is available online!

Issue 28 (3) is available online!

IN THIS ISSUE: In Rosemary Russ and Leema Berland use activity theory to demonstrate how the pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowledged slippage between competing activity systems within reform efforts. Marc Clarà investigates how discursively symmetric dialogue develops across lessons in collective inquiry. Doris Chin et al. test choice-based assessments (CBAs), which measure how people learn when there is minimal guidance and they must make decisions as independent learners, in the context of teaching design-thinking strategies to 6th-graders. Christina Barbieri et al. examine the effectiveness of self-explanation prompts, visual signalling cues, and a combination of the two features on middle school students’ algebra learning.

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