Cognition and Instruction

Papers
(The TQCC of Cognition and Instruction is 8. 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 2021-04-01 to 2025-04-01.)
ArticleCitations
“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners26
The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math22
Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders19
Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account18
Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking17
Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning16
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources14
The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change14
Correction14
“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program13
Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings10
Time Literacy: Academic Support for Neurodivergent Students in Higher Education10
“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation10
Hands-on Consensus Building: Leveraging Deep Learning Models to Unveil Hand Gestures in Consensus-Building Discourses10
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms9
Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them9
Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design8
Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom8
Luminous Science: Teachers Designing For and Developing Transdisciplinary Thinking and Learning8
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