Awards, Honors, Fellowships
American Educational Research Association Division C Jan Hawkins Early Career Award for Contributions to Humanistic Research and Scholarship in Learning Technologies
Teaching & Research Interests
My research investigates how people learn through interaction and conversations. Theoretically, I am attempting to reconcile cognitive and sociocultural theories of teaching and learning in order to design better learning environments. My work is grounded in the disciplines of mathematics and science education. Additionally, my work explores how to use technology to spark and support productive conversations in classrooms. Empirically the model of learning I am developing is driven by studies that examine:
The ways in which material, representational tools (e.g., visual and computationally enhanced displays, symbol systems, etc.) shape the mathematical activity, reasoning, and learning of students
The ways individuals construct meaning around these tools and representations
The ways that mathematical discourse and discourse communities shape the learning process.
Enyedy, N., Danish, J. A., & Fields, D. (in press). Negotiating the “Relevant” in Culturally Relevant Mathematics. Canadian Journal for Science, Mathematics, and Technology Education.
Danish, J. A., & Enyedy, N. (2007). Negotiated Representational Mediators: How Young Children Decide What to Include in Their Science Representations. Science Education, 91(1), 1-35.
Enyedy, N. and Mukhopadhyay, S., (2007). They don’t show anything I didn’t know: Emergent tensions between culturally relevant pedagogy and mathematics pedagogy. The Journal of the Learning Sciences 16(2), 139–174.
Rogers, J., Morrel, E. & Enyedy, N. (2007) Studying the Struggle: Contexts for learning and identity development of urban youth. American Behavioral Scientist.
Enyedy, N., Goldberg, J., and Welsh K. (2006). Complex dilemmas of identity and practice. Science Education 90(1) 68-93.
Enyedy, N. (2005). Inventing Mapping: Creating cultural forms to solve collective problems. Cognition and Instruction 23(4), 427 – 466.