Intersubjectivity as a way of informing teaching design for a community of learners classroom
By Eugene Matusov. 2001
123 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics, Social Psychology
View Paper: https://www.semanticscholar.org/paper/1ca611a70a0feb8999c211636df6837ce1441dfd
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In Developmental and Educational Psychology
- John Monaghan
- Vanessa Paz Dennen *
- Mehmet Fatih Ozmantar
- Billie Eilam
- Mitchell J. Nathan
- Suyeon Kim
- K. Koedinger
In Human Factors and Ergonomics
In Social Psychology
Citations in the corpus
- A dialectical approach to the formation of mathematical abstractions (2007, background): “A critical question is, under which conditions do such transformations come about through human mediation? We cannot provide a fine-grained answer to this, but our analyses convince us of the importance of intersubjectivity, the establishment of common ground amongst the participants, and, more spec”
- To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, background): “In this article, we show that IS can be regarded as broader than agreement or consensus ( Matusov, 1996 , 2001 ) and can provide insights into participants' interactions more generally, including their disagreements, divergence of ideas and solutions, and misunderstandings in the constructivist cla”
- COGNITIVE APPRENTICESHIP IN EDUCATIONAL PRACTICE: RESEARCH ON SCAFFOLDING, MODELING, MENTORING, AND COACHING AS INSTRUCTIONAL STRATEGIES (2003, background): “Matusov (2001), in a review of research on intersubjectivity, notes that having a shared goal is a critical component of the teaching–learning situation.”