AN ACTIVITY THEORY APPROACH TO THE FORMATION OF MATHEMATICAL COGNITION: DEVELOPPING TOPICS THROUGH PREDICATION IN A MATHEMATICAL COMMUNITY

New Mathematics Education Research and Practice

Volumn , Issue , 2006, Pages 113-139

  Van Oers, Bert ^a  

^a VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952098743     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1163/9789087903510_012     Document Type: Chapter

References (51)

1. Bakhtin, M. (1981). The dialogical imagination.. Four essays by M.M. Bakhtin. (Ed. M. Holquist). Austin: University of Texas Press.
2. Bauersfeld, H. (1995). The structuring of the structures: development and function of mathematizing as a social practice. In: L.P. Steffe and J. Gale (Eds.), Constructivism in education. Hillsdale: Erlbaum, 137-158.
3. Bruer, J. (1993). Schools for thought. A science of learning in the classroom. Cambridge MIT.
4. Cobb, P. (2002). Reasoning with tools and inscriptions. Journal of the Learning Sciences, 11(2 and 3), 187-215.
5. Cobb, P., Gravemeijer, K., Yackel, E., McClain, and Whitenack, J. (1997). Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom. In: Kirshner, D., and Whitson, J.A. (Eds.), Situated cognition. Social, se iotic, and psychological perspectives. Mahwah: Erlbaum, 151-233.
6. Cobb, P. and Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28 (2), 4-15.
7. Cole, M. and Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations. Cambridge:Cambridge University Press.
8. Confrey, J. (1995). How compatible are radical constructivism, sociocultural approaches and social constructivism? In: L.P. Steffe and J. Gale (Eds.), Constructivism in education. Hillsdale:Erlbaum, 185-225.
9. Doblaev, L.P. (1982). Smyslovaja struktura uÿebnogo teksta i problemy ego ponimanija [The meaning structure of a learning text and the problems of their understanding]. Moscow: Izd-vo Pedagogika.
10. Ernest, P. (1995). The one and the many. In L.P. Steffe and J. Gale (Eds.), Constructivism in education. Hillsdale: Erlbaum, 459-486.
11. Forman, E., 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.
12. Freudenthal, H. (1973). Mathematics as an educational task. Dordrecht: Reidel.
13. Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Dordrecht: Reidel.
14. Freudenthal, H. (1990). Weeding and sowing. Preface to a science of mathematics education. Dordrecht: Reidel.
15. Freudenthal, H. (1991). Revisiting mathematics education. Dordrecht: Kluwer.
16. Gal’perin, P.Ja. (1969). Stages in the development of mental acts. In M. Cole and I. Maltzman (Eds.), A handbook of contemporary Soviet psychology. New Yok: Basic Books, 249-273.
17. Gal’perin, P. Ja. (1976). Vvedenie v psichologiju [Introduction to psychology]. Moscow: Izd-vo Moskovskogu Un-ta. German translation: Zu Grundfragen der Pychologie. Berlin: Volk und Wissen, 1980.
18. Gal’perin, P. Ja. (1979). Das Lernen als Problem de Pychologie. In P.Ja Gal’perin and A.N. Leont’ev (Eds.), Probleme de Lerntheorie. Berlin: Volk und Wissen, 29-42.
19. Gergen, K.J. (1995). Social construction and the educational process. In L.P. Steffe and J. Gale (eds.), Constructivism in education. Hillsdale: Erlbaum, 17-39.
20. Grice, H.P. (1975). Logic and conversation. In P. Cole and J.L. Morgan (Eds.), Syntax and semantics. Volume 3: Speech acts.. New York: Academic Press, 41-58.
21. Hedegaard, M. and Chaiklin, S. (2005). Radical-local teaching and learning. Aarhus: Aarhus University Press.
22. Hörman, H. (1976). Meinen und Verstehen. Grundzüge einer psychologischen Semantik. Frankfurt am Main: Suhrkamp.
23. Kant, I. (1783/1969). Prolegomena zu einer jeden künftigen Metaphysik. Hamburg: Felix Meiner Verlag.
24. Krummheuer, G. (1995). The ethnography of argumentation. In P. Cobb and M. Bauersfeld (eds.), The emergence of mathematical meaning: interaction in classroom cultures. Hillsdale, NJ.: Erlbaum, 229-269.
25. Krummheuer, G. (1997). Narrativität und Lernen. Mikrosoziologische Studien zur socialen Konstitution schulischen Lernens. Weinheim: Beltz.
26. Kuÿinskij, G.M. (1983). Dialog i myšlenie [Dialogue and thinking]. Minsk: Izd-vo BGU.
27. Lave, J., and Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge:Cambridge University Press.
28. Leont’ev, N.A. (1975). Dejatelʼnost’, soznanie, liÿnost’ [Activity, consciousness, Personality]. Moscow:Politizdat.
29. McClain, K. (2002). Teachers’ and students’ understanding: The role of tools and inscriptions in supporting effective communication. Journal of the Learning Sciences, 11(2 and 3) 163-185.
30. Moscovici, S. (1973). Foreword. In C. Herzlich (Ed.), Health and illness: A social psychological analysis. London: Academic Press.
31. Neisser, U. (1976). Cognition and reality. San Francisco: Freeman.
32. van Oers, B. (1996). The dynamics of school learning. In J. Valsi-ner and H-G. Voss (Eds.), The structure of lear-ning processes. New York: Ablex, 205-229.
33. van Oers, B. (2000). The appropriation of mathematical symbols. A psychose-miotic approach to mathematics learning. In P. Cobb, E. Yackel, and K. McClain (Eds.), Symbo-lizing and communi-cating in mathema-tics class-rooms. Perspectives on discourse, tools, and instructional design. Mahwah: Erlbaum, 133-176.
34. van Oers, B. (2001a). Educational forms of initiation in mathematical culture. Educational Studies in Mathematics, 46(1-3) 59-57.
35. van Oers, B (2001b). Contextualisation for abstraction. Cognitive Science Quarterly, 1(3/4), 279-306.
36. Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
37. Scribner, S. (1997). A sociocultural approach to the study of mind. In E. Tobach, R.J. Falmange, M Brown Parlee, L.M.W. Martin and A. Scribner-Kapelman (Eds.), Mind and social practice. Selected writing of Sylvia Scribner. Cambridge: Cambridge University Press, 266-280.
38. Sfard, A. (1994). Reification as the birth of metaphor. For the learning of mathematics, 14 (1), 44-55.
39. Sfard, A. (2002). The interplay of intimations and implementations: Generating new discourse with new symbolic tools. The Journal of the Learning Sciences, 11(2and3), 319-358.
40. Shotter, J. (1995). In dialogue: Social constructionism and radical constructivism. In: L.P. Steffe and J. Gale (eds.), Constructivism in education. Hillsdale: Erlbaum, 41-56.
41. Steffe, L.P. and Gale J. (Eds.). (1995).Constructivism in education. Hillsdale: Erlbaum.
42. Thomson, P.W. (1995). Constructivism, cybernetics, and information processing: implications for technologies of research on learning. In L.P. Steffe and J. Gale (eds.), Constructivism in education. Hillsdale: Erlbaum, 123-133.
43. Toulmin, S. (1969). The uses of argument. Cambridge: Cambridge University Press.
44. Verschaffel, L., Greer, B., and De Corte, E. (2000). Making sense of word problems. Lisse: Swets and Weitlinger.
45. Vygotsky, L.S (1925/1982). Soznanie kak problema psichologii povedenija [Consciousness as a problem of the psychology of behavior]. In L.S. Vygotsky, Sobranie soÿinenij. T. I,. Moscow:Pedagogika, 78-97.
46. Vygotsky, L.S. (1927/1982). Istoriÿeskij smysl psichologiÿeskogo krizisa [The historical significance of the crisis in psychology]. In L.S. Vygotsky, Sobranie soÿinenij. T. I,. Moscow: Pedagogika, 291-436.
47. Vygotsky, L.S. (1984). Problema vozrasta [The problem of age]. In L.S. Vygotsky, Sobranie soÿinenij. T. IV. Moscow: Pedagogika, 244-268.
48. Vygotsky, L.S. (1987). Thinking and speech. New York: Plenum Press. [Original Vygotskij, L.S., Myšlenie i reÿ. Moscow, 1934.]
49. Vygotsky, L.S. (1994). The problem of the environment. In R. van der Veer and J. Valsiner (eds.), The Vygotsky reader. Oxford: Blackwell, 338-354.
50. Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.
51. Williams, S.R. (2001). Predication of the limit concept: An application of repertory grids. Journal For Research In Mathematics Education, 32(4), 341-367.