JLS Volume 31 Issue 4/5 (2022) is in print and online

JLS Volume 31, Issue 3 is available now, check out the articles:

Research Articles

1. Material syntonicity: Examining computational performance and its materiality through weaving and sewing crafts
Anna Keune

2. What do correct answers reveal? The interpersonal and mathematical aspects of students’ interactions during groupwork in seventh grade mathematics
Anna F. DeJarnette

3. Preservice science teachers’ epistemological framing in their early teaching
Jihyun Chakrin & Todd Campbell

4. Voice as an interactional accomplishment in art making about social issues
Maggie Dahn

5. “They’re just students. There’s no clear distinction”: A critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction
R. Taylor McNeill, Luis A. Leyva & Brittany Marshall

Reports and Reflections

1. Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning
Antonia Larrain, Valeska Grau, María José Barrera, Paulina Freire, Patricia López, Sebastián Verdugo, Marisol Gómez, Francisca Ramírez & Gabriel Sánchez

Read them all at: https://www.tandfonline.com/toc/hlns20/31/4-5?nav=tocList

Related Articles

ISLS 2024 Reviewer Invitations

The ISLS 2024 team is thrilled to have received a large number of papers, posters, and symposia for this year’s annual meeting, a total of 893 submissions! We have currently sent out reviewer invitations to prior reviewers and 2024 submitters. If you fall under either of those categories and have NOT received an invitation and would like to volunteer, please check your email and spam folders.

JLS Outstanding Paper (2022): Utilizing dance resources for learning and engagement in STEM

This paper authored by Folashadé Solomon, Dionne Champion, Mariah Steele and Tracey Wright received the Outstanding Paper Award from the Journal of the Learning Sciences. As the selection panel comments, “By employing culturally responsive pedagogy, the authors established a connection between the learning of physics and dance education, thereby promoting access and equity…The meticulous analysis provided insights into how dance, as an embodied form of knowledge, facilitated a transformation in the black girls’ relationship with physics.”