Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics

By Stephen Lerman. 2001

327 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/527a89c48a02b086971dac4afd8c50f2005330c8

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Citations in the corpus

Re-mythologizing mathematics through attention to classroom positioning (2009, background): “For example, Lerman (2001) highlighted the repressive aspects of the practice (the discipline) : “As a person steps into a new practice, in social situations, in schooling, in the workplace, or other practices, the regulating effects of that practice begin, positioning the person in that practice” (”
Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development (2009, background): “(Wertsch, del Rio, & Alvarez, 1995 ,p . 11, cited in Lerman, 2001, p. 96 )”
Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching (2006, background): “While theory provides us with lenses for analysing learning ( Lerman, 2001 ), the big theories do not seem to offer clear insights to teaching and ways in which teaching addresses the promotion of mathematics learning.”
Mathematical modelling in classroom: a socio-critical and discursive perspective (2006, background): “Discourse and cognition are inseparable (Chronaki & Christiansen, 2005; Lerman, 2001).”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “These theories focus on the primacy of the activity as a unit of analysis, and they consider language to be a primary tool that structures people’s participation in such practices (Lerman, 2001).”
The Writing’s on the Board (2011, background): “…on the role and use of language in the teaching of mathematics has concentrated mostly on primary and secondary classrooms (e.g., Gerofsky, 2004; Lerman, 2001; Morgan, 2006; Pimm, 1987), and, as Speer, Smith, and Horvath (2010) have recently observed, “very little empirical research has yet…”
The impact of different teaching methods on students’ arithmetic and self‐regulated learning skills (2008, background): “The communities of practice or the context is the background against which mathematical activity is interpreted (Lerman, 2001; Wyndhamn, 2002).”
Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students (2008, methodology): “, methods of negotiation) within which my African American male participants became schoolmathematical actors (Lerman, 2001).”
Iranian bilingual students reported use of language switching when doing mathematics (2008, background): “Lerman (2001), with slightly different emphases, described the elements of”