Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions

By Anna Sfard, Carolyn Kieran. 2001

333 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a19c994c467f0225e66a42c0739c1a82dfc77059

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Citations in the corpus

When Smart Groups Fail (2003, background): “For example, in a recent article Sfard and Kieran (2001) used a single case to question the claim that mathematics learning is best done in interaction.”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, background): “In the examples, an episode of socially shared metacognition consists of a series of turns marked by arrows directed from a turn to the turn to which it responds (adapted from Sfard & Kieran, 2001).”
Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus (2014, background): “…effective communication through analysis of word use and visual mediation in the context of university level small group problem-solving Sfard and Kieran (2001) define effective communication as identified when “the different utterances of the interlocutors evoke responses that are in…”
There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning (2001, background): “…it is understood that the status of any claim about other people’s intentions the researcher can make is interpretive, and thus any comparison that is being made is between the researcher’s own interpretations of other people’s intentions (for a more complete argument see Sfard and Kieran, 2001a).”
Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “They work at developing interrelationships that create spaces for students to develop their mathematical and cultural identities.”
What Could be More Practical than Good Research? (2005, background): “For more details about the study see (Kieran, 1994) and (Sfard and Kieran, 2001).”
Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms (2009, background): “Moreover, when describing their thinking, students must be precise and explicit in their talk, especially providing enough detail and making referents clear so that the teacher and fellow classmates can understand their ideas (Nathan & Knuth, 2003; Sfard & Kieran, 2001).”
Collective Mathematical Understanding as Improvisation (2006, neutral): “(See, e.g., Bowers & Nickerson, 2001; Cobb, 1998, 1999; Cobb & Yackel, 1996; Crawford, 1999; Lave, 1996, 1997; Lave & Wenger 1991; Rogoff, 1995; Saxe, 2002; Sfard & Kieran, 2001.)”
Understanding Learning Systems: Mathematics Education and Complexity Science. (2003, background): “Examples of such analyses have been provided by Bauersfeld (1992), Cobb (1999), Kieran (2001), Kieren (2000), Sfard and Kieran (2001) , and Zack and Graves (2001) in their discussions of the developments of interaction patterns and the emergences of social norms within mathematics classrooms, albei”