Social and socio-mathematical norms in collaborative problem-solving

European Journal of Teacher Education

Volumn 31, Issue 1, 2008, Pages 89-100

  Tatsis, Konstantinos ^a   Koleza, Eugenia ^b  

^a UNIVERSITY OF THE AEGEAN   (Greece)

^b UNIVERSITY OF IOANNINA   (Greece)

Author keywords

Collaborative problem solving; Mathematics; Social norms; Sociomathematical norms; Symbolic interactionism

Indexed keywords

EID: 40049092362     PISSN: 02619768     EISSN: 14695928     Source Type: Journal    
DOI: 10.1080/02619760701845057     Document Type: Article

References (19)

1. Austin, J. 1962. How to do things with words. Cambridge, MA: Harvard University Press.
2. Biddle, B.J., and E.J. Thomas. 1966. Prescriptions. In Role theory: Concepts and research, ed. B.J. Biddle and E.J. Thomas, 103-104. New York: John Wiley and Sons, Inc.
3. Blumer, H. 1969. Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.
4. Brown, P., and S.C. Levinson. 1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
5. Dekker, R., T. Wood, and M. Elshout-Mohr. 2001. Interactive learning and mathematical level raising: A multiple analysis of learning events. In Proceedings of the 25th annual conference of the International Group for the Psychology of Mathematics Education, ed. Marjia van den Heuvel-Panhuizen, 2: 329-36. The Netherlands: Freudenthal Institute, Faculty of Mathematics and Computer Science, Utrecht University.
6. Goffman, E. 1971. The presentation of self in everyday life. Harmondsworth, Middlesex: Penguin University Books.
7. Heritage, J. 1984. Garfinkel and ethnomethodology. Oxford: Basil Blackwell.
8. Homans, G.C. 1966. Norms and Behavior. In Role theory: Concepts and research, ed. B.J. Biddle and E.J. Thomas, 134-44. New York: John Wiley and Sons, Inc.
9. Lemke, J.L. 1989. Using language in the classroom. Oxford: Oxford University Press.
10. Mead, G.H. 1934. Mind, self and society. Chicago: University of Chicago Press.
11. Mercer, N. 1995. The guided construction of knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters.
12. Moschkovich, J. 2003. What counts as mathematical discourse? In Proceedings of the 27th annual conference of the International Group for the Psychology of Mathematics Education, ed. N.A. Pateman, B.J. Dougherty, and J. Zilliox, 3: 325-31. Honolulu, USA: PME.
13. Pimm, D. 1987. Speaking mathematically. London: Routledge and Kegan Paul.
14. Pirie, S.E.B. 1998. Crossing the gulf between thought and symbol: Language as (slippery) tepping-stones. In Language and communication in the mathematics classroom, ed. H. Steinbring, M.G. Bartolini Bussi, and A. Sierpinska, 7-29. Reston, VA: National Council of Teachers of Mathematics.
15. Rowland, T. 2000. The pragmatics of mathematics education: Vagueness in mathematical discourse. London: Falmer Press.
16. Sfard, A. 2000. On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning 2, no. 3: 157-89.
17. _. 2001. There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics 46: 13-57.
18. Yackel, E. 2001. Explanation, justification and argumentation in mathematics classrooms. In Proceedings of the 25th annual conference of the International Group for the Psychology of Mathematics Education, ed. Marjia van den Heuvel-Panhuizen, 1: 9-24. The Netherlands: Freudenthal Institute, Faculty of Mathematics and Computer Science, Utrecht University.
19. Yackel, E., and P. Cobb. 1996. Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education 27, no. 4: 390-408.