To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom

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Building Cohesion Across Representations: A Mechanism for STEM Integration (2013, methodology): “A single verbal transcript was generated from the audio channels, and gesture descriptions and screen shots were added to key parts of the transcript, to allow for gesture analysis (cf. Nathan et al., 2007).”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “In school mathematics, attention has been given to more intricate aspects of opportunities to learn such as those students gain through participation in whole-classroom discussions (Chazan and Ball 1999; Hufferd-Ackles et al. 2004; Lampert 1990; Nathan et al. 2007).”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Hence, drawings are effective tools for students’ participation in discourse when they are clear, parsimonious, and explanatory representations of the content they depict (Greeno and Hall 1997; Nathan et al. 2007).”