Interaction or intersubjectivity? A reply to Lerman

By Leslie P. Steffe, Patrick Thompson. 2000

159 citations recorded by the source corpus.

Subfields: General Psychology, Human Factors and Ergonomics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/41a631ba87170b2b45b4526acedab26d8eefbaa9

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Citations in the corpus

Mathematical Caring Relations in Action (2010, methodology): “I view cognitive decentering as the practice of setting one’s own concepts to the side in order to formulate a coherent description of the mental activity of a student that can be the basis for interaction with that student (Confrey, 1998; Steffe & Thompson, 2000b).”
Theories of mathematics education: Is plurality a problem? (2006, background): “…might interpret a classroom transcript in terms of the possible knowledge construction of the individual participants, viewing the researcher’s account as itself a construction (Steffe & Thompson, 2000), someone using sociocultural theory might draw on notions of a zone of proximal development.”
Doing|mathematics: analysing data with/in an enactivist-inspired approach (2015, background): “For example, Steffe and Thompson (2000), although recognizing the analyst’s implication in the interpretation of the data, do not question that there is something to be explained (in the best possible way):”
Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching (2006, background): “…process (e.g., Davis, Maher, & Noddings, 1990; Glasersfeld, 1987) to situate knowledge and learning relative to communities of practice (Lave & Wenger, 1991) and to debate the commensurability of constructivist and sociocultural learning theories (Lerman, 1996; Steffe & Thompson, 2000).”
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking (2016, methodology): “Using conceptual analysis techniques (Steffe and Thompson 2000; Thompson 2008), we analyzed the student–teacher interactions by first characterizing the students’ mathematical thinking during an interaction.”
Are You Really Going to Read Us A Story? Learning Geometry Through Children's Mathematics Literature (2006, background): “These experiences include interaction with their environment, teacher, and classmates (Janvier, 1996; Steffe & Thompson, 2000).”
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, background): “For example, Steffe and Thompson (2000), articulating the radical constructivist view, took a nuanced approach to the process and outcome of IS.”
ZPC and ZPD: Zones of Teaching and Learning (2008, background): “Scaffolding plays a key role in Tharp and Gallimore's (1988) first stage of ZPD, "where performance is assisted by more capable others" (p.”
Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics (2005, background): “The contrast between individualistic and sociocultural theories and their relevance for researching teaching and learning in mathematics education has been debated (see Lerman, 1996, 2000; Steffe & Thompson, 2000).”