Perspectival Understanding of Conceptions and Conceptual Growth in Interaction

By James G. Greeno, Carla van de Sande. 2007

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9ceb7d40a08ad3d3e356b7cc853e1cb942d970f1

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, background): “In their article in that issue, Greeno and van Sande (2007) begin by stating their aim of building a bridge between these two research traditions, cognitive and sociocultural.”
Learning by Mapping Across Situations (2012, background): “In their review of Cognition and Practice, Greiffenhagen and Sharrock (2008) argued that instead of saying that there are two different kinds of mathematics, one could alternatively say that the same kind of mathematics is used differently in different contexts. This more moderate framing encourages”
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, background): “It was more refined, more conventional, and more explicit, suggesting he was more aware of the perspectival needs of others ( Greeno & MacWhinney, 2006 ; Greeno & van de Sande, 2007 ).”
Achieving Alignment of Perspectival Framings in Problem-Solving Discourse (2012, background): “This involves their knowing and adopting a practice that we previously called constructive listening ( Greeno & van de Sande, 2007 ), which we believe refers to the aspect of practice that Engle and Conant (2002) called problematizing, that Mercer (1995) called exploratory talk, and that ”
Resilience in social–ecological systems: the roles of learning and education (2010, background): “The contributions to this collection draw on the disciplines of education and psychology to understand learning from various theoretical perspectives, including the constructivist and cognitive (Piaget 1926 ; Vosniadou 2008 ), sociocultural (Vygotsky 1978 ; Wertsch and Kanner 1992 ), and situate”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “This approach can help students reframe an issue to see it from a different and more productive perspective ( Greeno & van de Sande, 2007 ).”