Comparative readings of the nature of the mathematical knowledge under construction in the classroom

ZDM - International Journal on Mathematics Education

Volumn 40, Issue 2, 2008, Pages 235-245

  Kaldrimidou, M ^a   Sakonidis, H ^b   Tzekaki, M ^c  

^a UNIVERSITY OF IOANNINA   (Greece)

^b DEMOCRITUS UNIVERSITY OF THRACE   (Greece)

^c ARISTOTLE UNIVERSITY OF THESSALONIKI   (Greece)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84867368896     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-008-0081-4     Document Type: Article

References (24)

1. Brousseau, G. (2006). Mathematics, didactical engineering and observation. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th conference of PME, Vol. 1 (pp. 3-18). Prague: Charles University.
2. Chevallard, Y. (1985). La transposition didactique. Grenoble: La Pensée Sauvage.
3. Ernest, P. (2006). A semiotic perspective of mathematical activity: the case of number. Educational Studies in Mathematics, 61, 67-101.
4. Godino, J., & Batanero, C. (1998). Clarifying the meaning of mathematical objects as priority area for research in mathematics education. In A. Sierpinska, & J. Kilpatrick (Eds.), Mathematics education as a research domain (pp. 177-196). Dordrecht: Kluwer.
5. Ikonomou, A., Kaldrimidou, L., Sakonidis, C., & Tzekaki, M. (1999). Interaction in the mathematics classroom: Some epistemological aspects. In I. Scwank (Ed.), Proceedings of first conference of European research in mathematics education, Vol. I (pp. 168-181). Osnabrueck: Forschungsinstitut fuer Mathematik Didaktik.
6. Kaldrimidou, L., Sakonidis, H., & Tzekaki, M. (2000). Epistemological features in the mathematics classroom: algebra and geometry. In T. Nakahara, & M. Koyama (Eds.), Proceedings of the 24th conference of PME, Vol. 3 (pp. 111-119). Hiroshima: University of Hiroshima.
7. Kaldrimidou, L., Sakonidis, H., & Tzekaki, M. (2003). Teachers' intervention in students' mathematics work: A classification. In M.A. Mariotti (Ed.), Proceedings of third conference of European research in mathematics education, thematic group 12. Bellaria: CERME.
8. Kaldrimidou M., Sakonidis H., & Tzekaki, M. (2007). On the mathematical knowledge under construction in the classroom: A comparative study. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st conference of PME, Vol. 3 (pp. 89-96). Seoul: The Korea Society of Educational Studies in Mathematics.
9. Lerman, S. (2006). Theories of mathematics education: Is plurality a problem? Zentralblatt für Didaktik der Mathematik, 38(1), 8-13.
10. Sakonidis, H., Tzekaki, M., & Kaldrimidou, L. (2001). Mathematics teaching practices in transition: Some meaning construction issues. In M. van den Hauvel-Panhuizen (Ed.), Proceedings of the 25th conference of PME, Vol. 4 (pp. 137-144). Utrecht: Faculty of Mathematics and Computer Science, Freudenthal Institute, Utrecht University.
11. Schoenfeld, A. H. (1992). Learning to think mathematically; Problem solving, metacognition and sense making in mathematics. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: MacMillan.
12. Sfard, A. (1998). The many faces of mathematics: Do mathematicians and researchers in mathematics education speak about the same thing? In A. Sierpinska, & J. Kilpatrick (Eds.), Mathematics education as a research domain (pp. 491-512). Dordrecht: Kluwer.
13. Sierpinska, A., & Lerman, S. (1996). Epistemologies of mathematics and of mathematics education. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (pp. 827-876). Dordrecht: Kluwer.
14. Steinbring, H. (1997). Epistemological investigation of classroom interaction in elementary mathematics teaching. Educational Studies in Mathematics, 32(1), 49-92.
15. Steinbring, H. (1998). Epistemological constraints of mathematical knowledge in social learning settings. In: A. Sierpinska, & J. Kilpatrick (Eds.), Mathematics education as a research domain (pp. 513-526). Dordrecht: Kluwer.
16. Steinbring, H. (2001). Analyses of mathematical interaction in teaching processes. In M. van den Hauvel-Panhuizen (Ed.), Proceedings of the 25th conference of PME, Vol. 1 (pp. 211-217). Utrecht: Faculty of Mathematics and Computer Science, Freudenthal Institute, Utrecht University.
17. Steinbring, H. (2006). What makes a sign a mathematical sign?-An epistemological perspective on mathematical interaction. Educational Studies in Mathematics, 61(1/2), 133-162.
18. Tzekaki, M., Kaldrimidou, L., & Sakonidis, H. (2001). Reflections on teachers' practices in dealing with pupils' mathematical error. In J. Novotna (Ed.), Proceedings of second conference of European research in mathematics education (pp. 322-332). Prague: Charles University.
19. Yackel, E. (1995). Children's talk in inquiry mathematics classroom. In P. Cobb, & H. Bauersfeld (Eds.), The emergence of mathematical meaning (pp. 131-162). Hillsdale: LEA.
20. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation and autonomy in maths. Journal for Research in Mathematics Education, 27, 458-477.
21. Yackel, E., Cobb, P., & Wood, T. (1998). The interactive constitution of mathematical meaning in one second grade classroom: an illustrative example. The Journal of Mathematical Behaviour, 17(4), 469-488.
22. Yackel, E. (2001). Explanation, justification and argumentation in mathematics classroom. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of PME, Vol. 1 (pp. 9-24). Utrecht: Faculty of Mathematics and Computer Science, Freudenthal Institute, Utrecht University.
23. Voigt, J. (1994). Negotiation of mathematical meaning and learning mathematics. Educational Studies in Mathematics, 26, 275-298.
24. Voigt, J. (1995). Thematic patterns of interaction and sociomathematical norms. In: P. Cobb, & H. Bauersfeld (Eds.), The emergence of mathematical meaning (pp. 163-201). Hillsdale: LEA.