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International Journal of STEM Education
Fig. 5 | International Journal of STEM Education

Fig. 5

From: Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon

Fig. 5

The organization of sensemaking opportunities identified during each instructor’s lesson on equations about population growth. The types of sensemaking opportunities are presented in sequential order. Mathematics sensemaking is placed in a white box, and science sensemaking is placed in a gray box. Sensemaking opportunities that co-occurred are placed in a single box. A gradient background indicates a co-occurrence of sensemaking from both mathematics and science dimensions. Each sensemaking type corresponds to a single activity except where a dotted box indicates that different types of sensemaking opportunities occur in the same activity. E = Equation. Amanda has several periods of sensemaking that are not associated with a specific equation. During these times she was summarizing the lesson, either as students transitioned to a new activity or to wrap up the class. Instructional time is not represented in the figure

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