Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing

By Anna Sfard. 2008

1,150 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7c994a465a859fc57de13c6303dc508654acabdc

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In Communication

In Developmental and Educational Psychology

In Education

Citations in the corpus

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…in this way links a significant part of the domain to the acquisition metaphor informed by the cognitivist view, which sees “knowledge as a kind of material (...) human mind as a container, and (...) the [teacher] as becoming an owner of the material stored in the container” (Sfard, 2008, p. 49).”
Making Progress on Mathematical Knowledge for Teaching (2016, neutral): “As compellingly argued by Sfard (2008) and others (e.g., Resnick, Asterhan, & Clarke, 2015), it is this communicative work that is central to the practice of education.”
The Influence of Mathematical Communication on Students’ Mathematics Performance and Anxiety (2016, background): “Sfard [16] suggested putting emphasis on discourse as medium of instruction.”
Two aspects of young children’s thinking about different types of dynamic triangles: prototypicality and inclusion (2015, background): “Sfard (2008) offers a more fluid communicational approach in her discursive framework, which is well suited to this study and has been shown to be effective by other researchers (Sinclair & Moss 2012; Wang & Kinzel 2014) because it enables researchers (and teachers) to make claims about students’…”
Lessons from Inferentialism for Statistics Education (2011, background): “Although several of the lessons we draw from Brandom resonate with those made by educational thinkers (e.g., Bruner, 1983; Sfard, 2008), his work is particularly interesting as it probes the nature of awareness itself and has an explicit focus on reasoning (i.e., inference) underpinning concept use.”
Language and communication in mathematics education: an overview of research in the field (2014, background): “On the other hand, those working with Sfard’s theory of cognition and communication reject any dualist separation of mathematical object and language, arguing that mathematics is an entirely discursive activity and that mathematical objects are no more than the total of the ways of communicating abo”