Section I: Introductions.- Ch 1: Theorizing Instructional Practice.- Ch 2: Invention in the Classroom: Structuring Natural Variability as Distribution.- Appendix A: Transcription conventions.- Appendix B: Classroom excerpts.- Section II: The Situated Action Perspective.- Ch 3: A Situative Perspective on Cognition and Learning in Interaction.- Ch 4: A Commentary on Incommensurate Programs.- Ch 5: Representational Competence: A Commentary.- Ch 6: The Interaction of Content and Control in Group Problem Solving and Learning.- Ch 7: Working Both Sides.- Responses to the Commentaries by Jim Greeno.- Section III: A Dialogic Theory of Learning.- Ch 8: Saying More Than You Know in Instructional Settings.- Ch 9: Schooling: Domestication or Ontological Construction?- Ch 10: Developing Fluency versus Conceptual Change.- Ch 11: From Dialectic to Dialogic.- Ch 12: Vygotsky and Teacher Education in the Knowledge Age.- Responses to the Commentaries by Jim Wertsch and Sibel Kazak.- Section IV: Transactional Inquiry.- Ch 13: A Transactional Perspective on the Practice-Based Science of Teaching and Learning.- Ch 14: On Plants and Textual Representations of Plants: Learning to Reason in Institutional Categories.- Ch 15: Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context.- Ch 16: Transacting with Clancey's "Transactional Perspective on the Practice-Based Science of Teaching and Learning."- Ch 17: Making Sense of Practice in Mathematics: Models, Theories and Disciplines.- Responses to the Commentaries by Bill Clancey.- Section V: Synthesis.- Ch 18: Observations on the Observations.- Ch 19: Cultural Forms, Agency, and the Discovery of Invention in Classroom Research on Learning and Teaching.- Ch 20: Reflections on Practice, Teaching/Learning, Video, and Theorizing.- Ch 21: Does "Learning" Exist?
