Why Cannot Children See as the Same What Grown-Ups Cannot See as Different?— Early Numerical Thinking Revisited

By Anna Sfard, Irit Lavie. 2005

144 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/07eb375f7a8cff2735fd4a50b2532c339f2ea3cd

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “…as syntactic or procedural) may be observed either in beginners’ talk, when the necessary numerical concepts have not been objectified yet (Pantziara & Philippou, 2011; Sfard & Lavie, 2005), or in students with low achievement in mathematics (Ben-Yehuda, 2003; Heyd-Metzuyanim, 2013).”
The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review (2007, background): “Students develop mathematics concepts as they use them discursively to construe meaning, but as Sfard and Lavie (2005) point out, ‘‘[t]o become aware of this discourse’s advantages one has to use it; yet, to have an incentive to use it, one has to be aware of the prospective gains of this use’’ (p.…”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “Sfard and Lavie (2005) and later Heyd-Metzuyanim (2013) differentiate ritual from explorative participation according to several attributes.”
Multiple solution methods and multiple outcomes—is it a task for kindergarten children? (2010, background): “As mentioned by Sfard and Lavie (2005), the notion of what is different and what is the same, is not trivial for young children.”
Is the derivative a function? If so, how do we teach it? (2015, methodology): “This approach has been used to highlight discursive features among different groups of speakers, such as children and adults (e.g., Sfard & Lavi, 2005) or students from two different countries (e.g., Kim, Ferrini-Mundy, & Sfard, 2012).”
Identity That Makes a Difference: Substantial Learning as Closing the Gap between Actual and Designated Identities. (2005, background): “The desired lasting transformation can best be described in terms borrowed from what Harre & Gillet (1995) call discursive psychology and what was named communicational approach to cognition by other writers (Sfard 2001, Sfard & Lavi 2005; Ben Yehuda et al. 2005).”