Nicholas C Johnson
Biographic Data
| ID | 9566433 |
|---|---|
| NAME | Nicholas C Johnson |
| GIVEN NAMES | Nicholas C |
| FAMILY NAME | Johnson |
| SIGNATURE | JOHNSON N C |
| AFFILIATIONS | San Diego State University, San Diego, CA, USA |
| ORCID | 0000-0003-0368-122X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Making Competence Explicit
Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learn…
Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the tea…
No prominent works on this page.
Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the tea…
Making Competence Explicit
Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learn…
Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Psychology (2 works) · Chemistry (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cooperative learning (1 work) · Elementary mathematics (1 work) · Innovative Teaching and Learning Methods (1 work) · Pedagogy (1 work) · Scholarship (1 work)