Joyce Fienberg and I first met in 1968 in Cambridge Mass. Our respective spouses (Steve and Sam) were working at Harvard, and they knew each other. Joyce and I were friendly acquaintances through them. That was 52 years ago. After Joyce and her family moved to Pittsburgh in the early 1980s, we reconnected. Joyce had been volunteering at a local hospital. I managed to convince her that working for pay might be just as interesting, so Joyce started working with me on educational research projects at the Learning Research and Development Center at the University of Pittsburgh. We saw each other and talked at length five days a week for nearly 30 years. We talked about children, grandchildren, the details of research, the plans for the next set of studies, and a million other things. We were very close friends and colleagues. Perhaps the clearest signal of our relationship is the fact that Joyce and Steve agreed to be the guardian for our daughter Zoe should the need arise.

Contents: Preface. J.T. Sowder, Making Sense of Numbers in School Mathematics. K.C. Fuson, Research on Learning and Teaching Addition and Subtraction of Whole Numbers. P. Nesher, Solving Multiplication Word Problems. M. Lampert, Teaching and Learning Long Division for Understanding in School. J. Hiebert, Mathematical, Cognitive, and Instructional Analyses of Decimal Fractions. T.E. Kieren, Rational and Fractional Numbers as Mathematical and Personal Knowledge: Implications for Curriculum and Instruction. L.B. Resnick, From Protoquantities to Operators: Building Mathematical Competence on a Foundation of Everyday Knowledge. M. Rauth, L. Billups, Epilogue.

Two suggestions for instruction in chemical equilibrium are presented, along with the evidence that supports these suggestions. The first is to use diagrams to connect chemical reactions to the effects of reactions on concentrations. The second is the use of the majority and minority species (M&M) strategy to analyze chemical equilibrium systems. Two studies are presented in support of these suggestions.

In this study, 178 groups of visitors were interviewed and recorded during their visits to museums. Three clusters of elements were shown to influence learning: the identity of the visitors, their response to the learning environment, and their explanatory engagement during the visit. A structural equation model using these variables fit well. Further examination revealed that not all conversational behavior was supportive of learning; some actions, such as making frequent personal connections, were detrimental to learning; additionally, silent contemplation was modestly associated with learning. This paper discusses these findings through the experiences of four couples whose outcome measures placed them at the extreme high or low end of the learning distribution.

In this study, 178 groups of visitors were interviewed and recorded during their visits to museums.Three clusters of elements were shown to influence learning: the identity of the visitors, their response to the learning environment, and their explanatory engagement during the visit.A structural equation model using these variables fit well.Further examination revealed that not all conversational behavior was supportive of learning; some actions, such as making frequent personal connections, were detrimental to learning; additionally, silent contemplation was modestly associated with learning.This paper discusses these findings through the experiences of four couples whose outcome measures placed them at the extreme high or low end of the learning distribution.

En este estudio participaron 178 grupos de visitantes a museos. Tres tipos de elementos mostraron una fuerte influencia en el aprendizaje: la identidad del visitante, la respuesta al ambiente de aprendizaje y el involucramiento explicativo durante la visita. Un modelo de ecuaciones estructurales que incluia estas variables tuvo un buen nivel de ajuste. Una revision mas profunda revelo que no toda la conducta conversacional respaldo el aprendizaje; algunas acciones, como hablar sobre historias personales, lo afectaron negativamente. Ademas, la contemplacion silente estuvo asociada con el aprendizaje. Estos descubrimientos son el resultado del analisis de las experiencias de cuatro parejas cuyo desempeno estuvo ubicado en los extremos de la distribucion de aprendizaje.

Two suggestions for instruction in chemical equilibrium are presented along with the evidence that supports these suggestions. The first suggestion relates to the indirect 10 connection between chemical reactions, written as rules for how reactant species are converted to product species, and the effects of reactions on concentrations, which result from application of this rule to collections of chemical species. This connection is obvious for experts and so instructors may not recognize the need to make this connection explicit to students. The second suggestion is the use of the majority and 15 minority species (M&M) strategy to analyze chemical equilibrium systems. The argument is made that reasoning about equilibrium systems necessarily involves a twophase analysis, and the M&M strategy makes these two phases explicit for students.

El artículo argumenta que el proceso de publicación puede entenderse como una conversación que conecta antecedentes empíricos y debates teóricos en un campo dado con el fin de producir nuevas propuestas. Sugiere que la falta de un enfoque conversacional en el ambiente académico actual y el excesivo énfasis que se otorga a los índices de impacto han producido una inflación de citación, en la que autores y revistas intentan aumentar sus índices de impacto sin contribuir al progreso académico. Con base en la literatura reciente en el campo de la psicología y en el análisis de la conversación, el artículo sugiere que las conversaciones son esfuerzos colaborativos que, en el caso de la publicación, deben responder a los principios de cantidad y calidad. La cantidad se refiere a que las contribuciones sean lo más informativas posible, mientras que la calidad a que sustenten coherentemente cada posición. Para explicar esta perspectiva, la autora presenta dos estudios de caso relativos a la elaboración de trabajos influyentes sobre psicología educativa y educación.

This article asserts that the publishing process will be better understood as a conversational task that connects empirical precedents and theoretical debates in a given domain to produce new claims. It proposes that the lack of a conversational focus on the current academic environment and an excessive emphasis on impact indexes have created a citational inflation, in which authors and journals try to artificially increase the impact indexes without contributing to disciplinary progress. Based on current literature in psychology and conversational analysis, the article suggests that conversations are collaborative efforts that, in the case of publishing, must respond to two principles: quantity and quality. Quantity refers to making contributions as informative as possible, and quality refers to providing strong support for every claim. To explain this perspective, the author presents two case studies regarding the elaboration of seminal papers on educational psychology and education.

This article asserts that the publishing process will be better understood as a conversational task that connects empirical precedents and theoretical debates in a given domain to produce new claims. It proposes that the lack of a conversational focus on the current academic environment and an excessive emphasis on impact indexes have created a citational inflation, in which authors and journals try to artificially increase the impact indexes without contributing to disciplinary progress. Based on current literature in psychology and conversational analysis, the article suggests that conversations are collaborative efforts that, in the case of publishing, must respond to two principles: quantity and quality. Quantity refers to making contributions as informative as possible, and quality refers to providing strong support for every claim. To explain this perspective, the author presents two case studies regarding the elaboration of seminal papers on educational psychology and education.