Steering (Dis)Course between Metaphors and Rigor: Using Focal Analysis to Investigate an Emergence of Mathematical Objects

By Anna Sfard. 2000

133 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1f5ce32ee64e34c9a8defcf1d391210626ce74b0

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom (2002, background): “Sfard (2000) distinguished between talk about material objects (e.g., things or events that exist in time and space) and discussions of mathematical objects (e.g., virtual objects such as lines on graphs).”
A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002, background): “…microculture that we differentiate, sociomathematical norms, deals with normative aspects of classroom action and interaction that are specific to mathematics (Hershkowitz & Schwartz, 1999; Lampert, 1990; McClain & Cobb, 2001; Sfard, 2000a; Simon & Blume, 1996; Voigt, 1995; Yackel & Cobb, 1996).”
Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions (2001, methodology): “Upon re-conceptualizing thinking as an instance of communicative activity we turned away from the traditional cognitivist dichotomy between “contents of mind” and the things people say or do (cf. Bruner, 1986; Sfard, 2000a, 2000b; Edwards & Potter, 1992; Harre & Gillett, 1995; Edwards, 1997).”
Should Science be Taught in Early Childhood? (2005, background): “According to Sfard (2000) “ . . . what happens in a conversation along the interpersonal channel is indicative of what might be taking place in the ‘individual heads’ as well.””
An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009, background): “4This formulation of turning obligations-to-others into obligations-to-oneself directly parallels Sfard’s (2008) argument that learning involves turning discourse-for-others into discourse-for-oneself.”
Mathematical micro-identities: moment-to-moment positioning and learning in a fourth-grade classroom (2013, methodology): “The student’s learning can be measured by considering how his communication or discourse about area has changed (Sfard, 2000).”
On Reform Movement and the Limits of Mathematical Discourse (2000, background): “This belief in the inferiority of entities that cannot fully fit into everyday discourse is sometimes expressed with the adjectiveimaginary,which implies that other, full-fledged objects are “real,” that is, mind independent (cf. Sfard, 2000).”
Lessons from Inferentialism for Statistics Education (2011, background): “However, as discussed by Sfard (2000), many people find the lack of rigor typically accompanying such approaches problematic, and it would seem that this problem is not easily solved.”
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions (2010, unknown): “…Edwards, 2009; Font, 2007; Font & Acevedo, 2003; Lakoff & Núñez, 2000; Núñez, 2000, 2007; Núñez, Edwards & Matos, 1999; Presmeg, 1992, 1997, 2005; Sfard, 1994, 1997, 2000; Pimm, 1981, 1987; Robutti, 2006) have pointed to the role of metaphors in the teaching and learning of mathematics, and some…”
The Interdependence of Social Identification and Learning (2004, background): “Related research on similar mechanisms of ontological learning suggests that future studies may well reveal robust interconnections between social identification and learning (Brickhouse, 2001; Greeno, 1998; McGinley & Kamberelis, 1996; O’Connor, 2001; Sfard, 1998, 2000).”
Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization (2003, background): “Sfard (2000) contended that symbols, “have the power to turn the extended-in-time, transitory, and invisible into contained-in-space, permanent, and perceptually accessible” (p. 321).”