Cognition and Instruction

Papers
(The median citation count of Cognition and Instruction is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders27
“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program22
Time Literacy: Academic Support for Neurodivergent Students in Higher Education22
Introducing Students to the Role of Assumptions in Mathematical Activity19
Museum Facilitator Practice as Infrastructure Design Work for Public Computing18
Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account17
The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change14
Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking14
Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design13
Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them13
Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms10
Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect10
A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs10
Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools10
“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement9
Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads9
Collaborative Troubleshooting in STEM: A Case Study of High School Students Finding and Fixing Code, Circuit and Craft Challenges in Electronic Textiles8
Correction7
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources7
Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning7
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms6
Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material6
The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent5
Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction5
Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning5
Using Debugging as a Platform for Transdisciplinary Learning5
Remembering What Produced the Data: Individual and Social Reconstruction in the Context of aQuantified SelfElementary Data and Statistics Unit4
Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth4
Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue4
A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms4
“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners3
The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math3
An Investigation of Students’ Identity Work and Science Learning at the Classroom Margins3
“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation3
The Intertwining of Children’s Interests and Micro-Practices at a Science Museum: Case Study of Three Children3
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