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Design Experiments in Educational Research
In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features thatExpand
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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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Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Currently, considerable debate focuses on whether mind is located in the head or in the individual-in-social-action, and whether development is cognitive self-organization or enculturation intoExpand
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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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Conducting Teaching Experiments in Collaboration With Teachers
ion so that the results of activity can be anticipated and activity itself becomes an entity that can be manipulated conceptually (Sfard, 1991; P. W. Thompson, 1994b; von Glasersfeld, 1991 a). One ofExpand
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Design research from a learning design perspective
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Individual and Collective Mathematical Development: The Case of Statistical Data Analysis.
In the first part of this article, I clarify how we analyze students' mathematical reasoning as acts of participation in the mathematical practices established by the classroom community. In doingExpand
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An interpretive scheme for analyzing the identities that students develop in mathematics classrooms
Our primary purpose in this article is to propose an interpretive scheme for analyzing the identities that students develop in mathematics classrooms that can inform instructional design andExpand
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Cognitive and Situated Learning Perspectives in Theory and Practice
In their recent exchange, Anderson, Reder, and Simon (1996 Anderson, Reder, and Simon (1997) and Greeno (1997) frame the conflicts between cognitive theory and situated learning theory in terms ofExpand
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Participating in Classroom Mathematical Practices
In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale forExpand
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