When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint

By Anna Sfard. 2007

410 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4a8eae20efa31cf47bc004b8822032182b3e5a35

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effects of argumentation on group micro-creativity: Statistical discourse analyses of algebra students’ collaborative problem solving (2008, background): “…analyses of speaker turns, time periods, and groups (leaving more complex, distal analyses involving classroom and school differences for future studies, e.g., openness and supportiveness of the classroom environment, classroom argumentation norms, and so on; Sfard, 2007; Yackel & Cobb, 1996).”
ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY (2012, background): “Many have pointed to the role of argumentation in learning (e.g., Osborne, 2010; Sfard, 2007), but few rigorous methodologies exist to coordinate classroom debate with the development of concepts and accepted scientific ways of reasoning.”
Teacher professional development as a means of transforming student classroom talk (2016, background): “More recently Sfard (2007, 2008) uses the term commognition e coined as a blend of communication and cognition e in order to emphasise the indivisibility of these two phenomena.”
Survey on the State of the Art (2016, background): “The commognitive approach (Sfard 2007) is such a discursive approach, which considers mathematical learning as initiation into — or transition to — a mathematical discourse, characterized by word use , visual mediators , endorsed narratives , and routines shared by a community.”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “Though Sfard and her colleagues (Ben-Yehuda et al., 2005; Sfard, 2007b; Sfard & Lavie, 2005) use the terms ritual and explorative participation mainly in relation to the mathematical (cognitive) aspects of learning, its definition relates to the goals of participation (reflected in students’ motivat”
Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011, neutral): “The key element of the hypothesis is the teacher’s responsibility to sanction (or endorse; Sfard, 2007) the proposition as theorem, not the manner or the moment in which she should have done it.”
Mathematical micro-identities: moment-to-moment positioning and learning in a fourth-grade classroom (2013, background): “Learning mathematics involves a change in mathematical discourse toward a more mathematically desirable discourse (Sfard, 2007).”
Transitions in Mathematics Education (2016, background): “The commognitive approach (Sfard 2007) is such a discursive 4 Survey on the State of the Art approach, which considers mathematical learning as initiation into—or transition to—a mathematical discourse, characterized by word use, visual mediators, endorsed narratives, and routines shared by a…”
To be or to become: how dynamic geometry changes discourse (2008, background): “Sfard ( 2007 , 573) writes that a “discourse counts as mathematical if it features mathematical words, such as those related to quantities and shapes”.”