Learning Discourse Discursive approaches to research in mathematics
The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of a
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Edited by CAROLYN KIERAN ELLICE FORMAN and ANNA SFARD
This book was previously published as a PME Special Issue in Educational Studies in Mathematics, Vol. 46 (1–3), 2001, under the title : BRIDGING THE INDIVIDUAL AND THE SOCIAL: DISCURSIVE APPROACHES TO RESEARCH IN MATHEMATICS EDUCATION
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TABLE OF CONTENTS Guest Editorial Acknowledgements
1-11 12
ANNA SFARD / There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning
13–57
BERT VAN OERS / Educational forms of initiation in mathematical culture
59–85
STEPHEN LERMAN / Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics
87–113
ELLICE FORMAN and ELLEN ANSELL /The multiple voices of a mathematics classroom community
115–142
MARY CATHERINE O’CONNOR / “Can any fraction be turned into a decimal?” A case study of a mathematical group discussion
143–185
CAROLYN KIERAN / The mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerges
187–228
VICKI ZACK and BARBARA GRAVES / Making mathematical meaning through dialogue: “Once you think of it, the Z minus three seems pretty weird”
229–271
Commentary papers CELIA HOYLES / From describing to designing mathematical activity: The next step in developing a social approach to research in mathematics education?
273–286
FALK SEEGER / Research on discourse in the mathematics classroom: A commentary
287–297
GUEST EDITORIAL LEARNING DISCOURSE: SOCIOCULTURAL APPROACHES TO RESEARCH IN MATHEMATICS EDUCATION
While looking at the papers collected in this volume one feels that, in spite of their diverse themes, these seven studies have quite a lot in common and, as a collection, seem to be signaling the existence of a distinct, relatively new type of research in mathematics education. A comparison with, say, a fifteen-year-old issue of Educational Studies in Mathematics or of Journal for Research in Mathematics Education would reveal a long series of differences. To begin with, the present articles simply look different from their older counterparts: They are longer and have a highly variable format, often not even remotely reminiscent of the classical background-method-sample-findings-discussion structure that reigns in the former research reports. Long segments of conversation transcripts take the place of the once ubiquitous graphs and tables. As we start
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