Using Expectancy Value Theory to Account for Individuals’ Mathematical Justifications
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Cognition and Instruction
Working Memory Capacity and the Development of Quantitative Central Conceptual Structures
Volume 37, Issue 4, October-December 2019, Page 483-511
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Read Me Last: Constructing a Scholarly Catchment Through a Black Feminist Reading
Volume 37, Issue 3, July-September 2019, Page 414-421
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Assessment of Historical Analysis and Argumentation (AHAA): A New Measure of Document-Based Historical Thinking
Volume 37, Issue 4, October-December 2019, Page 534-561
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Amplifying and Attenuating Inequity in Collaborative Learning: Toward an Analytical Framework
Volume 37, Issue 4, October-December 2019, Page 423-452
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Another Step Forward: Engaging the Political in Learning
Volume 37, Issue 3, July-September 2019, Page 277-284
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Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge
Volume 37, Issue 4, October-December 2019, Page 453-482
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Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education
Volume 37, Issue 3, July-September 2019, Page 327-348
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Troubling Troubled Waters in Elementary Science Education: Politics, Ethics & Black Children’s Conceptions of Water [Justice] in the Era of Flint
Volume 37, Issue 3, July-September 2019, Page 367-389
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Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence
Volume 37, Issue 3, July-September 2019, Page 306-326
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The Restorying of STEM Learning Through the Lens of Multiples
Volume 37, Issue 3, July-September 2019, Page 408-413
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Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning
Volume 37, Issue 3, July-September 2019, Page 390-407
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Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science
Volume 37, Issue 3, July-September 2019, Page 349-366
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Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study
Volume 37, Issue 4, October-December 2019, Page 512-533
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MySkillsFuture for Students, STEM Learning, and the Design of Neoliberal Citizenship in Singapore
Volume 37, Issue 3, July-September 2019, Page 285-305
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The Nature and Quality of Algebra Instruction: Using a Content-Focused Observation Tool as a Lens for Understanding and Improving Instructional Practice
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