ARTICLES: Studying Cognition in Flux: A Historical Treatment of Fu in the Shifting Structure of Oksapmin Mathematics

By Geoffrey B. Saxe, Indigo Esmonde. 2005

116 citations recorded by the source corpus.

Subfields: Archeology, Cultural Studies, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0bf9bdd55265ef70b1e44128088b12f49941c70d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Archeology

1. J. Seymour
2. Niral Shah
3. R. Lehrer

In Cultural Studies

1. J. Seymour
2. Niral Shah
3. R. Lehrer

In Experimental and Cognitive Psychology

1. J. Seymour
2. Niral Shah
3. R. Lehrer
4. Ilana Seidel Horn
5. Rogers P. Hall

Citations in the corpus

• Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, unknown): “To frame the concept of identity, I draw from the central tenet of sociocultural theory, which pays close attention to different time scales and multiple levels of history in development (Lemke, 2000; Saxe & Esmonde, 2005; Scribner, 1985).”
• Talk and Conceptual Change at Work: Adequate Representation and Epistemic Stance in a Comparative Analysis of Statistical Consulting and Teacher Workgroups (2012, background): “…(Hutchins, 1995, 2010) and attend to the changing capacities of functional systems that coordinate activity across people and tools, and studies of change in cultural practices as people pursue emergent goals in shifting relations with mediating artifacts (Saxe, 2002; Saxe & Esmonde, 2005).”
• Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education? (2010, unknown): “In fact, programs of research in ethnomathematics, social justice mathematics, and out-of-school mathematics bring us a step in the direction of challenging school-centered mathematics knowledge (Ascher 2002; D’Ambrosio 2006; Frankenstein and Powell 1994; Miranda 2008; Nasir 2000; Nasir et al. 2008;”
• Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses (2006, methodology): “Hence, our approach to characterizing PCK is both microgenetic and ontogenetic (Saxe & Esmonde, 2005).”
• On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education (2011, background): “Saxe and Esmonde (2005) illustrated the utility of a form-function analysis in their research on the quantification practices of a local community of people in New Guinea known as the Oksapmin.”
• Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas (2015, background): “…students is aligned with our theoretical position that conceptual understandings do not necessarily need to precede the introduction of symbols and that meanings and symbols can co-emerge (e.g., Sfard, 2000) and forms and functions can shift over time (e.g., Saxe, 1999, 2005; Saxe & Esmonde, 2005).”