We offer a novel theoretical model of how experienced teachers deal with the enormous complexity of classroom environments through the use of attentional skills, and report on the development of a methodology to explore the empirical basis for this model in a study of experienced mathematics teachers. In particular we address issues of the nature of the knowledge base that enables teachers to o...

this chief aim of this paper is to explore the concept of funds of knowledge (fok) in relation to cultural historical activity theory (chat). this study unveils the basic tenets of fok from the lens of activity theory and analyzes pertinent discoveries, key concepts, and scholars’ arguments relating to fok and literacy development over time. the major purpose of this study is to expand the pers...

The proof theory of multi-agent epistemic logic extended with operators for distributed knowledge is studied. Distributed knowledge of A within a group G means that A follows from the totality of what the individual members of G know. There are known axiomatizations for epistemic logics with the distributed knowledge operator, but apparently no cut-free proof system for such logics has yet been...

Until recently, the accepted model for instruction was based on the hidden assumption that knowledge can be transferred intact from, the mind of the teacher to the mind of the learner. Educators therefore focused on getting knowledge into the heads of their students, and educational researchers tried to find better ways of doing this [1]. Unfortunately, all too many of us who teach for a living...

Organizations need knowledge sharing. However, although many factors influencing the amount of knowledge sharing have been found, the ways in which useful knowledge sharing is initiated and realized is left underexplored. This paper describes ethnographic studies on the realization of the content of knowledge sharing in two industrial research groups. Analyses in line with the grounded theory a...