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Sociomathematical Norms, Argumentation, and Autonomy in Mathematics.
This paper sets forth a way of interpreting mathematics classrooms that aims to account for how students develop mathematical beliefs and values and, consequently, how they become intellectuallyExpand
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Constructivist, emergent, and sociocultural perspectives in the context of developmental research
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of theExpand
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Discourse, mathematical thinking, and classroom practice.
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Characteristics of Classroom Mathematics Traditions: An Interactional Analysis
In this paper, we attempt to clarify what it means to teach mathematics for understanding and to learn mathematics with understanding. To this end, we present an interactional analysis of transcribedExpand
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Explanation, Justification and Argumentation in Mathematics Classrooms.
Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning-making underscores the need to develop ways of analyzing classrooms that foster these typesExpand
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What we can learn from analyzing the teacher’s role in collective argumentation
Abstract In this paper, I use analyses of collective argumentation in a variety of classroom settings, from elementary school to a university-level differential equations class to illustrate variousExpand
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Assessing students' theories of success in mathematics: Individual and classroom differences.
Scales assessing Task Orientation (where the goal is to gain understanding) and Ego Orientation (where the goal is to be superior to others) in mathematics were administered to six secondgradeExpand
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Change in Teaching Mathematics: A Case Study
The purpose of this case study was to examine teacher’s learning in the setting of the classroom. In an ongoing mathematics research project based on constructivist views of learning and set in aExpand
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Small-group interactions as a source of learning opportunities in second-grade mathematics.
Small-group problem solving was used as a primary instructional strategy for all aspects of second-grade mathematics, including computation, for the entire school year. This gave rise to learningExpand
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