We present the theoretical argument that the use of mathematics in physics can be productively conceptualized as using a language and that learning to make sense of physics equations and appropriating them into novel scientific inquiry can be understood as a process of learning to read fluently with a high level of reading comprehension and to…

Critical math and science educators have argued for pedagogies that focus on equity, social justice, and the identities of learners. To inform debates about the purposes and values of math and science pedagogy, we need to better understand how different kinds of curriculum and instruction are taken up by learners over time. This study examines the…

To test whether epistemically unproblematic ways of thinking and talking about science could be transformed during preservice teacher training, we designed a system of learning activities based on a set of "heuristics for progressive disciplinary discourse" (HPDD). The HPDD outline six design principles of learning environments where the aim is to…