The emergence of mathematical meaning : interaction in classroom cultures

By Paul Cobb, H. Bauersfeld. 2009

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Teacher moves for supporting student reasoning (2018, background): “In another example, Voigt (1995) distinguished elicitation patterns from discussion patterns.”
Embodied design: constructing means for constructing meaning (2009, background): “…on tacit social norms of discourse, both general and discipline-specific (Barnes, Henry, & Bloor 1996; Bloor 1976; Borovcnik & Bentz 1991; Cobb & Bauersfeld 1995; Ernest 1988; Grice 1989; Schegloff 1996); and & potentially conducive of individuals' gradual appropriation of artifacts that…”