There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning

By Anna Sfard. 2001

440 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7a5507663b9ffdf2a5883ff21265d8f9ab0852c0

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

Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “As Sfard (2001) pointed out, The only viable possibility for the researcher is to provide a convincing interpretation of the observed phenomena, as opposed to their definitive explanation.”
Handbook of research on the psychology of mathematics education: past, present and future (2006, background): “…have contributed include: Wagner & Kieran (1989), Grouws (1992), Bednarz, Kieran & Lee (1996), Bishop, Clements, Keitel, Kilpatrick & Laborde (1996), Chick, Stacey, Vincent & Vincent (2001), Kieran, Forman & Sfard (2001), English (2002), Mason & Sutherland (2002) and Stacey, Chick & Kendal (2004).”
"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “For example, initiation-response patterns, the distribution of turns of talk, the lengths of turns of talk, and whose ideas are taken up are all indicators of one’s identity and status in a given community (Johnstone, 2002; Sfard, 2001).”
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning (2013, background): “This literature has contributed to establish the notion that language not only expresses thought but also generates it (O' Connor, 1998; Sfard, 2001).”
Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction (2004, background): “9 Step 1 (Specifying students' current knowledge) was also part of Simon's (1995) Mathematics Teaching Cycle as was the hypothetical learning trajectory.”
Elementary Mathematics Teachers' Perceptions and Lived Experiences on Mathematical Communication. (2016, background): “Some of these studies focus on mathematical communication as a way of developing students' mathematical thinking (Brendefur & Frykholm, 2000; Cooke & Buchholz, 2005, Franke et. al, 2009; Pape, Bell & Yetkin, 2003; Sfard, 2001).”
A Local Instruction Theory for the Development of Number Sense (2010, background): “This discursive activity is not just a mode of talking about mathematics but, instead, constitutes learning ( Sfard, 2002 ).”
Learning opportunities from group discussions: warrants become the objects of debate (2008, background): “Discussion can objectify students’ previous experiences, thereby making these experiences the subject of analysis (Cobb, Boufi, McClain and Whitenack 1997), encourage students to take a more reflective stance on their mathematical reasoning (Manhouchehri and Enderson 1999), require students to conso”
Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus (2014, methodology): “Sfard (2002) introduced several factors that determine this initiation, two of these being “mediating tools” (p. 29) and “metadiscursive rules” (p. 30) which evolved later into the four characteristics of mathematical discourse (word use, visual mediators, endorsed narratives and routines) that we…”