Seeking help with finding RUME literature

[Johan Cristobal]

Hello RUME community!

I am in the process of developing a study into "student frames" which I take to refer to the mental constructs students have that allow them to make sense of their own learning and/or their instructors' teaching practices. I am conceptualizing this as a parallel concept to instructor's frames of their own teaching and frames of their students' learning that I investigated for my dissertation.

For the most part, it seems "student frames" in the literature have focused on students making sense of the instructor's actions and the content they are learning (Krupnik, Fukawa-Connelly, & Weber, 2014; Weinberg & Thomas, 2018; Weinberg, Wiesner, & Fukawa-Connelly, 2014). This is great! This handles the question about how students make sense of their own learning in mathematics.

However, in my (admittedly limited) search, I did not come across frameworks or research that investigates how students use these frames to then respond to their instructor's actions and the content they are learning. In particular, I'm thinking about this in the context of a classroom where the instructor is using active learning strategies (in addition to or in place of lecture):

How would these "student frames" inform the actions students take to be "active" in their learning?

So, I ask the RUME community, before I try to reinvent the wheel, is there existing frameworks/research which give insight to this question?

I will also be there in person at RUME this week, so if you catch me and would like to share your knowledge, that would be wonderful!

Cheers,
Johan Cristobal (he/him)

Visiting Assistant Professor

Loyola Marymount University