Taking the area of instructional practice as their principle object of study, the authors eschew the conventional primacy of pedagogical theory over practice. The chapters then explore the role theories of learning can play in illuminating these procedures.
This is a book about an attempt to change the way math was taught in a particular classroom. Its title plays on our everyday usage of the terms theory and practice. In education, these terms are conventionally treated oppositionally—we have theories about what we should do and we have what teachers actually do do. In this way, theory stands prior, logically and chronologically, to practice; practice inevitably becoming theory’s imperfect realization. We seek in this volume, however, to develop a different stance with regard to the relationship between the two. Taking the details of instructional practice as our principle object of study, we explore what role theories of learning might play in illuminating such practices. The book is about actual practices by which teaching is done and how contemporary theories of learning might help us understand those practices. It seeks to provide a foundation for future practice-based inquiry in education, by addressing the methodological question: How do we go about studying instructional practice in a principled way?
Section I: Introductions.- Ch 1: Theorizing Instructional Practice.- Ch
2: Invention in the Classroom: Structuring Natural Variability as
Distribution.- Appendix A: Transcription conventions.- Appendix B: Classroom
excerpts.- Section II: The Situated Action Perspective.- Ch 3: A Situative
Perspective on Cognition and Learning in Interaction.- Ch 4: A Commentary on
Incommensurate Programs.- Ch 5: Representational Competence: A
Commentary.- Ch 6: The Interaction of Content and Control in Group Problem
Solving and Learning.- Ch 7: Working Both Sides.- Responses to the
Commentaries by Jim Greeno.- Section III: A Dialogic Theory of Learning.- Ch
8: Saying More Than You Know in Instructional Settings.- Ch 9: Schooling:
Domestication or Ontological Construction?- Ch 10: Developing Fluency versus
Conceptual Change.- Ch 11: From Dialectic to Dialogic.- Ch 12: Vygotsky and
Teacher Education in the Knowledge Age.- Responses to the Commentaries by Jim
Wertsch and Sibel Kazak.- Section IV: Transactional Inquiry.- Ch 13: A
Transactional Perspective on the Practice-Based Science of Teaching and
Learning.- Ch 14: On Plants and Textual Representations of Plants: Learning
to Reason in Institutional Categories.- Ch 15: Contributions of the
Transactional Perspective to Instructional Design and the Analysis of
Learning in Social Context.- Ch 16: Transacting with Clanceys Transactional
Perspective on the Practice-Based Science of Teaching and Learning.- Ch 17:
Making Sense of Practice in Mathematics: Models, Theories and Disciplines.-
Responses to the Commentaries by Bill Clancey.- Section V: Synthesis.- Ch 18:
Observations on the Observations.- Ch 19: Cultural Forms, Agency, and the
Discovery of Invention in Classroom Research on Learning and Teaching.- Ch
20: Reflections on Practice, Teaching/Learning, Video, and Theorizing.- Ch
21: Does Learning Exist?
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