The interplay of intimations and implementations: Generating new discourse with new symbolic tools

Journal of the Learning Sciences

Volumn 11, Issue 2-3, 2002, Pages 319-357

  Sfard, Anna ^a  

^a UNIVERSITY OF HAIFA   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036082848     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15327809jls11,2-3n_8     Document Type: Review

References (43)

1. Bakhtin, M. M. (1986). Speech genres and other late essays (V. W. McGee, Trans.; C. Emerson & M. Holquist, Eds.). Austin: University of Texas Press.
2. Bauersfeld, H. (1995). "Language games" in mathematics classroom: Their function and their effects. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 271-292). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
3. Bauman, Z. (1978). Hermeneutics and social sciences. London: Hutchison.
4. Bereiter, C. (1985). Towards a solution of the learning paradox. Review of Educational Research, 55, 201-226.
5. Burton, L., & Morgan, C. (2000). Mathematician writing. Journal for Research in Mathematics Education, 31(4), 427-453.
6. Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinemann.
7. Chevallard, Y. (1990). On mathematics education and culture: Critical afterthoughts. Educational Studies in Mathematics, 21, 3-28.
8. Cobb, P. (1996). Accounting for mathematics learning in the social context of the classroom. In C. Alsina, J. M. Alvarez, B. Hodgson, C. Laborde, & A. Perez (Eds.), 8th international congress on mathematics education: Selected lectures (pp. 85-100). Sevilla, Spain: S.A.E.M. Thales.
9. Confrey, J. (1994). A theory of intellectual development (Part 1). For the Learning of Mathematics, 14(3), 2-8.
10. Davis, P. J., & Hersh, R. (1981). The mathematical experience. London: Penguin.
11. Edwards, D. (1997). Discourse and cognition. London: Sage.
12. Edwards, D., & Potter, J. (1992). Discursive psychology. Newbury Park, CA: Sage.
13. Foucault, M. (1972). The archaeology of knowledge. New York: Harper Colophon.
14. Gee, J. P. (1997). Thinking, learning, & reading: The situated sociocultural mind. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 235-260). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
15. Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606-633.
16. Goodwin, C., & Goodwin, M. H. (1996). Seeing as situated activity: Formulating planes. In Y. Engestrom & D. Middleton (Eds.), Cognition and communication at work (pp. 61-95). New York: Cambridge University Press.
17. Goodwin, C., & Ueno, N. (Eds.). (2000). Vision and inscription in practice [Special issue]. Mind, Culture, and Activity, 7(1&2).
18. Grice, H. (1975). Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics: Vol. 3. speech acts (pp. 41-58). New York: Academic.
19. Halliday, M. A. K. (1978). Language as social semiotics. London: Edward Arnold.
20. Halliday, M. A. K., & Martin, J. R. (1993). Writing science. Pittsburgh, PA: University of Pittsburgh Press.
21. Harre, R., & Gillett, G. (1994). The discursive mind. Thousand Oaks, CA: Sage.
22. Kline, M. (1980). Mathematics: The loss of certainty. Oxford, England: Oxford University Press.
23. Kliner, I. (1988). Evolution of the function concept: A brief survey. College Mathematics Journal, 20, 282-300.
24. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
25. Lemke, J. L. (1993). Talking science: Language, learning, and science. Norwood, NJ: Ablex.
26. Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the radical constructivist paradigm? Journal for Research in Mathematics Education, 27(2), 133-150.
27. Levinson, S. (1983). Pragmatics. Cambridge, England: Cambridge University Press.
28. O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussions. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 63-103). New York: Cambridge University Press.
29. Rittenhouse, P. S. (1998). The teacher's role in mathematical conversation: Stepping in and stepping out. In M. Lampert & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (163-189). Cambridge, England: Cambridge University Press.
30. Rommetveit, R., & Blakar, R. M. (1979). Studies of language, thought and verbal communication. London: Academic.
31. Roth, W. -M., & McGinn, M. K. (1998). Inscriptions: Toward a theory of representing as social practice. Review of Educational Research, 68, 35-60.
32. Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1-36.
33. Sfard, A. (1994). Reification as a birth of a metaphor. For the Learning of Mathematics, 14(1), 44-55.
34. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
35. Sfard, A. (2000a). Steering (dis)course between metaphor and rigor: Using focal analysis to investigate the emergence of mathematical objects. Journal for Research in Mathematics Education, 31(3), 296-327.
36. Sfard, A. (2000b). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2, 157-189.
37. Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions. Mind, Culture, and Activity, 8(1), 42-76.
38. Solomon, Y., & O'Neill, J. (1998). Mathematics as narrative. Language and Education, 12, 210-221.
39. Star, S. L. (1989). The structure of ill-structured solutions: Boundary objects and heterogeneous distributed problem solving. Working paper, Department of Information and Computer Science, University of California, Irvine.
40. Stevens, R., & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107-150). Cambridge, England: Cambridge University Press.
41. Voigt, J. (1985). Patterns and routines in classroom interaction. Recherches en Didactique des Mathématiques, 6, 69-118.
42. Wenger, E. (1998). Communities of practice: Learning, meaning, and community. New York: Cambridge University Press.
43. Wittgenstein, L. (1953). Philosophical investigations. Oxford, England: Blackwell.