Books & Book Chapters

Book Chapters

1. Kapur, M. (2020). Eliciting and building upon student-generated solutions: Evidence from Productive Failure. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promotion of Students’ Spontaneous Use of Effective Learning Strategies. Singapore: Routledge.
   
2. Hmelo-Silver, C.E., Kapur, M. & Hamstra, M. (2018). Learning through problem solving. In F. Fischer, C.E. Hmelo-Silver, S.R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 210-220). Routledge: Taylor & Francis.
   
3. Kapur, M., Lee, N. H., & Lee, J. (2017). Eliciting and building upon student-generated solutions: Evidence from Productive Failure. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promotion of Students’ Spontaneous Use of Effective Learning Strategies. Singapore: Routledge
4. Kapur, M., & Toh, P.L.L. (2015). Learning from Productive Failure. In Y. H. Cho, I. S. Caleon, & M. Kapur (Eds.), Authentic Problem Solving and Learning in the 21st Century. Singapore: Springer.
5. Cho, Y. H., Caleon, I. S., & Kapur, M. (2015). Authentic learning research and practice: Issues, challenges, and future directions. In Y. H. Cho, I. S. Caleon, & M. Kapur (Eds.), Authentic Problem Solving and Learning in the 21st Century. Singapore: Springer.
6. Cho, Y. H., Caleon, I. S., & Kapur, M. (2015). Authentic problem solving and learning for 21st century learners. In Y. H. Cho, I. S. Caleon, & M. Kapur (Eds.), Authentic Problem Solving and Learning in the 21st Century. Singapore: Springer.
7. Collins, A., & Kapur, M. (2015). Cognitive Apprenticeship. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, (Second Ed., pp. 109-127), Cambridge University Press.
8. Kapur, M., & Toh, P.L.L. (2013). Productive failure: From an experimental effect to a learning design. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 341-355). Enschede, the Netherlands: SLO.
9. Kapur, M., & Lee, H. W. (2013). Enacting teach less, learn more in mathematics classrooms: The case of Productive Failure. In D. S. Zongyi, S. Gopinathan, & C. Lee (Ed), Globalization and the Singapore Curriculum: From Policy to Classroom (pp. 187-202), New York: Springer.
10. Bielaczyc, K., & Kapur, M., & Collins, A. (2013). Building communities of learners. In C. E. Hmelo-Silver, A. M. O’Donnell, C. Chan, & C. A. Chinn (Eds.), International Handbook of Collaborative Learning (pp. 233-249). New York: Routledge.
11. Jacobson, M. J., & Kapur, M. (2012). Learning environments as emergent phenomena: Theoretical and methodological implications of complexity. In D. Jonassen & S. Land (Eds.), Theoretical Foundations of Learning Environments (Second ed., pp. 303-334). New York: Routledge.
12. Kapur, M., Voiklis, J., & Kinzer, C. (2011). A complexity-grounded model for the emergence of convergence in CSCL groups. In S. Puntambekar, G. Erkens, & C. E. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL: Methodologies, Approaches and Issues (pp. 3-25). New York, NY: Springer.
13. Kapur, M. (2009). Moving beyond the pedagogy of mathematics: Foregrounding epistemological concerns. In B. Kaur, B. H. Yeap, & M. Kapur (Eds.), Mathematical Problem Solving (pp. 265-271), Singapore: World Scientific.
14. Kapur, M. (2009). The role of productive failure in mathematics teaching and learning. In B. Kaur, B. H. Yeap, & M. Kapur (Eds.), Mathematical Problem Solving (pp. 43-68), Singapore: World Scientific.
15. Kapur, M. (2006). Creating authentic, interactive ICT-based learning resources: Multimedia design principles, learner-controlled hypermedia. In Khine, M. S. (Ed), Teaching with Technology: Strategies for Engaging Learners (pp. 123-142). Singapore: Prentice Hall.