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Learning Discourse

Discursive approaches to research in mathematics education

  • Book
  • © 2002

Overview

Editors:
  1. Carolyn Kieran
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  2. Ellice Forman
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    You can also search for this editor in PubMed   Google Scholar

  3. Anna Sfard
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Table of contents (9 chapters)

  1. Front Matter

    Pages i-12
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  2. There is More to Discourse than Meets the Ears: Looking at Thinking as Communicating to Learn More About Mathematical Learning

    • Anna Sfard
    Pages 13-57

  3. Educational Forms of Initiation in Mathematical Culture

    • Bert van Oers
    Pages 59-85

  4. Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics

    • Stephen Lerman
    Pages 87-113

  5. The Multiple Voices of a Mathematics Classroom Community

    • Ellice Forman, Ellen Ansell
    Pages 115-142

  6. “Can any Fraction be Turned into a Decimal?” A Case Study of a Mathematical Group Discussion

    • M. C. O’Connor
    Pages 143-185

  7. The Mathematical Discourse of 13-Year-Old Partnered Problem Solving and Its Relation to the Mathematics That Emerges

    • Carolyn Kieran
    Pages 187-228

  8. Making Mathematical Meaning Through Dialogue: “Once You Think of It, the Z Minus Three Seems Pretty Weird”

    • Vicki Zack, Barbara Graves
    Pages 229-271
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Keywords

About this book

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 activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between "individual" and "social" research perspectives. Although each author applies his or her own analyses to the discourse generated by students and teachers grappling with mathematical problems, their joint aim is to put discursive research into the limelight and to spur thinking about its nature and its possible advantages and pitfalls. This volume is therefore addressed both to those interested in specific questions regarding classroom communication, and to those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning.

Bibliographic Information

  • Book Title: Learning Discourse

  • Book Subtitle: Discursive approaches to research in mathematics education

  • Editors: Carolyn Kieran, Ellice Forman, Anna Sfard

  • DOI: https://doi.org/10.1007/0-306-48085-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 2002

  • Hardcover ISBN: 978-1-4020-1024-8Published: 31 January 2003

  • Softcover ISBN: 978-90-481-6175-1Published: 15 December 2010

  • eBook ISBN: 978-0-306-48085-0Published: 08 May 2007

  • Edition Number: 1

  • Number of Pages: IV, 302

  • Additional Information: Reprinted from EDUCATIONAL STUDIES IN MATHEMATICS, 46:1-3

  • Topics: Mathematics Education, Learning & Instruction

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