Identifying Cyclic Patterns of Interaction to Study Individual and Collective Learning

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Collective Mathematical Understanding as Improvisation (2006, methodology): “In drawing on improvisational theory as a framework for interpreting collective mathematical activity, we assume, as do Bowers and Nickerson (2001), that “individual learning can be seen as an inherently social process” (p.”
A Local Instruction Theory for the Development of Number Sense (2010, background): “strengthen arguments by considering others’ perspectives (c.f., Bowers & Nickerson, 2001;”
Initiating and Eliciting in Teaching: A Reformulation of Telling. (2005, unknown): “Bowers and Nickerson (2001) found two”
Understanding Learning Systems: Mathematics Education and Complexity Science. (2003, background): “Notions of teacher-centeredness or student-centeredness are not very useful for making sense of these collectives— in large part because the phenomenon at the center of each collective is not a teacher or a student, but the collective phenomenon of a shared insight, similar to what Bowers and Nicke”
An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009, background): “Notes 1 We refer to mathematical activity as it is realized in their classroom to emphasize that the nature of mathematical activity can vary significantly from one classroom to the next (Boaler, 1998, 2002; Bowers & Nickerson, 2001; Cobb et al., 1992; Lampert, 1990; Nickson, 1992).”