Tracing the evolution of pedagogical content knowledge as the development of interanimated discourses

Journal of the Learning Sciences

Volumn 15, Issue 4, 2006, Pages 549-582

  Seymour, Jennifer R ^a   Lehrer, Richard ^b  

^a IOWA STATE UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33751539008     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15327809jls1504_5     Document Type: Article

References (36)

1. Bakhtin, M. M. (1981). The dialogic imagination: Four essays. (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.) Austin: University of Texas Press.
2. Bakhtin, M. M. (1986). Speech genres and other late essays. (C. Emerson & M. Holquist, Eds.; V. W. McGee, Trans.) Austin: University of Texas Press.
3. Booster, T., & Lehrer, R. (in press). Visualizing algebraic reasoning. In J. Kaput, D. W. Carraher, & M. Blanton (Eds.), Algebra in the early grades. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
4. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
5. Cuoco, A., Goldenberg, P. E., & Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. Journal of Mathematical Behavior, 15, 375-402.
6. diSessa, A. A., & Sherin, B. (2000). Meta-representation: An introduction. Journal of Mathematical Behavior, 385-398.
7. Fennema, E., & Romberg, T. (1999). Mathematics classrooms that promote understanding. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
8. Fischer, K. W., & Bidell, T. R. (1997). Dynamic development of psychological structures in action and thought. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology (4th ed., Vol. 1, pp. 467-561). New York: Wiley.
9. Forman, E. A., & Ansell, E. (2002). Orchestrating the multiple voices and inscriptions of a mathematics classroom. The Journal of the Learning Sciences, 11, 251-214.
10. Forman, E. A., Larreamendy-Joerns, J., Stein, M. K., & Brown, C. A. (1998). "You're going to want to find out which and prove it": Collective argumentation in a mathematics classroom. Learning and Instruction, 8(6), 527-548.
11. Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers' generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689.
12. Gamoran-Sherin, M. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119-150.
13. Gee, J. P. (1999). An introduction to discourse analyses: Theory and method. New York: Routledge.
14. Glaser, B., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
15. Goldsmith, L., & Schifter, D. (1997). Understanding teachers in transition: Characteristics of a model for developing teachers. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 19-54). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
16. Greeno, J. G., & Hall, R. (1997). Practicing representation. Phi Delta Kappan, 78(5) 361-367.
17. Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303.
18. Hill, H., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' knowledge of mathematics for teaching. Elementary School Journal, 105(1), 11-30.
19. Lampert, M. (2001). The teaching of problems and the problems of teaching. New Haven, CT: Yale University Press.
20. Lehrer, R., Strom, D., & Confrey, J. (2002). Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity. Cognition and Instruction, 20, 359-398.
21. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
22. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge. MA: Cambridge University Press.
23. Ochs, E., Jacoby, S., & Gonzales, P. (1994). Interpretive journeys: How physicists talk and travel through graphic space. Configurations, 2(1), 151-171.
24. O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 63-103). New York: Cambridge University Press.
25. Rotman, B. (2000). Mathematics as sign: Writing, imagining, counting. Stanford, CA: Stanford University Press.
26. Saxe, G. B., & Esmonde, I. (2005). Studying cognition in flux: A historical treatment of fu in the shifting structure of oksapmin mathematics. Mind Culture, and Activity, 12(3/4), 171-225.
27. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
28. Seymour, J. R., & Boester, T. C. (2006). Rectangles connecting ratio understanding: Representations, strategies, and discourse. Manuscript submitted for publication.
29. Schoenfeld, A., Smith, J. P., & Arcavi, A. (1993). Learning: The microgenetic analysis of one student's evolving understanding of a complex subject matter domain. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4, pp. 55-175). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
30. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
31. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
32. Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
33. Strom, D., Kemeny, V., Lehrer, R., & Forman, E. (2001). Visualizing the emergent structure of children's mathematical argument. Cognitive Science, 2, 733-773.
34. Thompson, A. G., Phillip, R. A., Thompson, P. W., & Boyd, B. (1994). Calculational and cconceptual orientation in teaching mathematics. In A. Coxford (Ed.), Yearbook of the NCTM (pp. 79-92), Reston, VA: National Council of Teachers of Mathematics.
35. Wegerif, R. (2002, June). Reason and dialogue in education. Paper presented at the 5th conference of the International Society for Cultural Research and Activity Theory, Amsterdam, The Netherlands.
36. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.