Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Jasmine Y. Ma"'
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 124:206-228
Background/Context: Bi/multilingual students’ STEM learning is better supported when educators leverage their language and cultural practices as resources, but STEM subject divisions have been historically constructed based on oppressive, dominant
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e368b96b4659d183bc1f15b830bfd6ac
https://doi.org/10.1177/01614681221104141
https://doi.org/10.1177/01614681221104141
Autor:
Joshua A. Danish, Jasmine Y. Ma
Publikováno v:
International Encyclopedia of Education(Fourth Edition) ISBN: 9780128186299
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c667ebf89c8bfb73c1c7db6f742ca976
https://doi.org/10.1016/b978-0-12-818630-5.14001-1
https://doi.org/10.1016/b978-0-12-818630-5.14001-1
Publikováno v:
The Journal of Mathematical Behavior. 69:101053
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c737a12c893df3b240620e37b4bf3828
https://doi.org/10.1016/j.jmathb.2023.101053
https://doi.org/10.1016/j.jmathb.2023.101053
Autor:
Jasmine Y. Ma, Molly L. Kelton
Publikováno v:
Cognition and Instruction. 38:318-347
In this article, we report on a video-based field study of an intergenerational family’s enactment of a mathematical object (a torus) in the context of an immersive mathematics exhibition in a scie...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ce2680852be0d216e5b7f42580a00411
https://doi.org/10.1080/07370008.2020.1725013
https://doi.org/10.1080/07370008.2020.1725013
Autor:
Ricardo Nemirovsky, Cierra Rawlings, Patti Saraniero, Bohdan Rhodehamel, Jasmine Y. Ma, Molly L. Kelton
Publikováno v:
Children's Geographies. 16:543-557
© 2018 Informa UK Limited, trading as Taylor & Francis Group. We present a video-based study of family visits to Taping Shape, an immersive exhibition that allows visitors to explore the inside of geometric objects. The exhibition was designed to su
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::88922b161de110a1ff56807d21caa0ad
https://doi.org/10.1080/14733285.2018.1495314
https://doi.org/10.1080/14733285.2018.1495314
Autor:
Jasmine Y. Ma, Rogers Hall
Publikováno v:
Instructional Science. 46:507-532
This article reports on a learning community that requires acting together in order to perform and to learn, an organization of shared activity across people and through time that we call ensemble learning. We present a descriptive analysis of ensemb
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b5b098b967079fe348c32cc68f657f6e
https://doi.org/10.1007/s11251-018-9455-3
https://doi.org/10.1007/s11251-018-9455-3
Autor:
Jasmine Y. Ma, Molly L. Kelton
Publikováno v:
Educational Studies in Mathematics. 98:177-196
This study examines the consequences of whole-body, multi-party activity for mathematics learning, both in and out of the classroom. We develop a theoretical framework that brings together contemporary theories related to social space, embodied cogni
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::46bfc1c5e6aefd2aba44cdceeab9aa36
https://doi.org/10.1007/s10649-018-9805-8
https://doi.org/10.1007/s10649-018-9805-8
Autor:
Jasmine Y. Ma
Publikováno v:
Cognition and Instruction. 35:141-164
This study interrogates the contributions of multi-party, whole-body interactions to students' collaboration and negotiation of mathematics ideas in a task setting called walking scale geometry, where bodies in interaction became complex resources fo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::08c5b838205b6be779c100da4f7226ff
https://doi.org/10.1080/07370008.2017.1282485
https://doi.org/10.1080/07370008.2017.1282485
Autor:
Jasmine Y. Ma
Publikováno v:
Journal of the Learning Sciences. 25:335-371
This article explores an alternative strategy for designing hybrid instructional environments. Rather than bridging home or community funds of knowledge with school learning, I propose designing disruptions to typical school practices to invite stude
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6828ebfa6a51ac7de0291788abb29dc9
https://doi.org/10.1080/10508406.2016.1180297
https://doi.org/10.1080/10508406.2016.1180297
Autor:
Jasmine Y. Ma, Susan A. Kirch
Publikováno v:
Cultural Studies of Science Education. 11:1103-1113
The interaction analysis presented by Kim and Roth examines nine students, their teachers, the learning task and materials in a mixed second and third grade science classroom during the school day. In the research narrative readers are introduced to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::180922b8dcd7451d25ca92308fdc2caf
https://doi.org/10.1007/s11422-015-9726-0
https://doi.org/10.1007/s11422-015-9726-0