Constructivist, emergent, and sociocultural perspectives in the context of developmental research

Educational Psychologist

Volumn 31, Issue 3, 1996, Pages 175-190

  Cobb, Paul ^a   Yackel, Erna ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039470401     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15326985ep3103&4_3     Document Type: Review

References (76)

1. Apple, M. W. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431.
2. Balacheff, N. (1990). Future perspectives for research in the psychology of mathematics education. In P. Nesher & J. Kilpatrick (Eds.), Mathematics and cognition (pp. 135-148). Cambridge, England: Cambridge University Press.
3. Ball, D. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93, 373-397.
4. Banks, J. A. (1995). The historical reconstruction of knowledge about race: Implications for transformative teaching. Educational Researcher, 24(2), 15-25.
5. Barnes, B. (1977). Interests and the growth of knowledge. London: Routledge & Kegan Paul.
6. Bateson, G. (1973). Steps to an ecology of mind. London: Paladin.
7. Bauersfeld, H. (1995). The structuring of the structures: Development and function of mathematizing as a social practice. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 137-159). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
8. Bauersfeld, H., Krummheuer, G., & Voigt, J. (1988). Interactional theory of learning and teaching mathematics and related microethnographical studies. In H.-G. Steiner & A. Vermandel (Eds.), Foundations and methodology of the discipline of mathematics education (pp. 174-188). Antwerp, Belgium: Proceedings of the TME Conference.
9. Bishop, A. (1985). The social construction of meaning - A significant development for mathematics education? For the Learning of Mathematics, 5(1), 24-28.
10. Blumer, H. (1969). Symbolic interactionism: Perspectives and method. Englewood Cliffs, NJ: Prentice-Hall.
11. Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
12. Cobb, P. (1995). Continuing the conversation: A response to Smith. Educational Researcher, 24(7), 25-27.
13. Cobb, P., & Bauersfeld, H. (1995). Introduction: The coordination of psychological and sociological perspectives in mathematics education. In P. Cobb & H. Bauersfeld (Eds.), Emergence of mathematical meaning: Interaction in classroom cultures (pp. 1-16). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
14. Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (in press). Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition theory: Social, semiotic, and neurological perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
15. Cobb, P., & Steffe, L. P. (1983). The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education, 14, 83-94.
16. Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as learning environments for teachers and researchers. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 125-146). Journal for Research in Mathematics Education Monograph No. 4. Reston, VA: National Council of Teachers of Mathematics.
17. Cobb, P., Yackel, E., & Wood, T. (1989). Young children's emotional acts while doing mathematical problem solving. In D. B. McLeod & V. M. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 117-148). New York: Springer-Verlag.
18. Cole, M. (1990). Cognitive development and formal schooling: The evidence from cross-cultural research. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 89-110). New York: Cambridge University Press.
19. Confrey, J. (1995). How compatible are radical constructivism, sociocultural approaches, and social constructivism? In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 185-225). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
20. Cooney, T. (1985). A beginning teacher's view of problem solving. Journal for Research in Mathematics Education, 16, 324-336.
21. Crawford, K. (1996). Cultural processes and learning: Expectations, actions, and outcomes. In P. Nesher, L. Steffe, P. Cobb, G. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 131-147). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
22. Davydov, V. V., & Radzikhovskii, L. A. (1985). Vygotsky's theory and the activity-oriented approach in psychology. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 35-65). New York: Cambridge University Press.
23. Dewey, J. (1977). The need for the recovery of philosophy. In J. A. Boydston (Ed.), John Dewey, The middle works, 1899-1924 (Vol. 2, pp. 362-363). Carbondale: Southern Illinois University Press.
24. Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon.
25. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), The handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
26. Ernest, P. (1994). What is social constructivism in the psychology of mathematics education? In J. Ponte & J. F. Matos (Eds.), Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education (Vol. 2, pp. 304-311). Lisbon, Portugal: University of Lisbon.
27. Feikes, D. (1992). Beliefs and belief changes of two elementary teachers in a problem-centered second grade mathematics projects. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
28. Forman, E. (1996). Forms of participation in classroom practice: Implications for learning mathematics. In P. Nesher, L. Steffe, P. Cobb, G. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 115-130). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
29. Gravemeijer, K. (1994). Educational development and developmental research. Journal for Research in Mathematics Education, 25, 443-471.
30. Hanks, W. F. (1991). Foreword. In J. Lave & E. Wenger, Situated learning: Legitimate peripheral participation (pp. 13-26). Cambridge, England: Cambridge University Press.
31. Hatano, G. (1993). Time to merge Vygotskian and constructivist conceptions of knowledge acquisition. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 153-166). New York: Oxford University Press.
32. Kamii, C. (1985). Young children reinvent arithmetic: Implications of Piaget's theory. New York: Teachers College Press.
33. Kaput, J. J. (1991). Notations and representations as mediators of constructive processes. In E. von Glasersfeld (Ed.), Constructivism in mathematics education (pp. 53-74). Dordrecht, Netherlands: Kluwer.
34. Krummheuer, G. (1992). Lernen mit "Format": Elemente einer interaktionistischen Lerntheorie [Learning and the notion of "format": Elements of an interactionist]. Weinheim, Germany: Deutscher Studien Verlag.
35. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29-63.
36. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, England: Cambridge University Press.
37. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
38. Lemke, J. L. (1995). Textual politics: Discourse and social dynamics. London: Taylor & Francis.
39. Lemke, J. L. (in press). Cognition, context, and learning: A social semiotic perspective. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition theory: Social, semiotic, and neurological perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
40. Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
41. McClain, K. J. (1995) The teacher's proactive role in supporting students' mathematical growth. Unpublished doctoral dissertation, Vanderbilt University, Nashville, TN.
42. Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
43. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.
44. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge, England: Cambridge University Press.
45. Nicholls, J. G., & Hazzard, S. P. (1993). Education as adventure: Lessons from the second grade. New York: Teachers College Press.
46. Perret-Clermont, A. N. (1980). Social interaction and cognitive development in children. New York: Academic.
47. Piaget, J. (1973). To understand is to invent. New York: Grossman.
48. Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterize it and how can we represent it? Educational Studies in Mathematics, 26, 61-86.
49. Prawat, R. S. (1995). Misreading Dewey: Reform, projects, and the language game. Educational Researcher, 24(7), 13-22.
50. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
51. Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1, 209-229.
52. Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-216). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
53. Schön, D. (1983). The reflective practitioner. New York: Basic Books.
54. 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.
55. Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114-145.
56. Simon, M. A., & Blume, G. W. (1994). Building and understanding multiplicative relationships: A study of prospective elementary teachers. Journal for Research in Mathematics Education, 25, 472-494.
57. Smith, E. (1995). Where is the mind? "Knowing" and "knowledge" in Cobb's constructivist and sociocultural perspectives. Educational Researcher, 24(7), 23-24.
58. Steffe, L. P. (1983). The teaching experiment methodology in a constructivist research program. In M. Zweng, T. Green, J. Kilpatrick, H. Pollak, & M. Suydam (Eds.), Proceedings of the Fourth International Congress on Mathematical Education (pp. 469-471). Boston: Birkhauser.
59. Steffe, L. P. (1995). Alternative epistemologies: An educator's perspective. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 489-523). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
60. Stevenson, H. W., & Lee, S. Y. (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of the Society for Research in Child Development, 55, 181.
61. Stigler, J., Fernandez, C., & Yoshida, M. (1992, August). Children's thinking during mathematics instruction in Japanese and American elementary school classrooms. Paper presented at the International Congress on Mathematical Education, Quebec, Canada.
62. Streefland, L. (1991). Fractions in realistic mathematics education: A paradigm of developmental research. Dordrecht, Netherlands: Kluwer.
63. Thompson, P. W. (1992). Notations, principles, and constraints: Contributions to the effective use of concrete manipulatives in elementary mathematics. Journal for Research in Mathematics Education, 23, 123-147.
64. Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics instruction - The Wiskobas Project. Dordrecht, Netherlands: Reidel.
65. van Oers, B. (1996). Learning mathematics as meaningful activity. In P. Nesher, L. Steffe, P. Cobb, G. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 91-113). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
66. Voigt, J. (1994). Negotiation of mathematical meaning and learning mathematics. Educational Studies in Mathematics, 26, 273-298.
67. Voigt, J. (1995). Thematic patterns of interaction and sociomathernatical norms. In P. Cobb & H. Bauersfeld (Eds.), Emergence of mathematical meaning: Interaction in classroom cultures (pp. 163-201). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
68. von Glasersfeld, E. (1984). An introduction to radical constructivism. In P. Watzlawick (Ed.), The invented reality (pp. 17-40). New York: Norton.
69. von Glasersfeld, E. (1992). Constructivism reconstructed: A reply to Suchting. Science and Education, 1, 379-384.
70. Vygotsky, L. S. (1960). Razvitie vysshikh psikhicheskikh tunktsii [The development of the higher mental functions]. Moscow: Akad. Ped. Nauk. RSFSR.
71. Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of Vygotsky, L. S. (Vol. 1): Problems of general psychology (pp. 39-285). New York: Plenum.
72. Walkerdine, V. (1988). The mastery of reason: Cognitive development and the production of rationality. London: Routledge.
73. Whitson, J. A. (in press). Cognition as a semiotic process: Grounding, mediation, and critical reflective transcendence. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition theory: Social, semiotic, and neurological perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
74. Yackel, E., & Cobb, P. (1993, April). Classroom microcultures in mathematics education reform. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
75. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.
76. Yang, M. T.-L., & Cobb, P. (1995). A cross-cultural investigation into the development of place value concepts in Taiwan and the United States. Educational Studies in Mathematics, 28, 1-33.