The mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerges

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Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics (2014, background): “The manner in which we make our thoughts available seems to be crucial (Kieran, 2002).”
What does Social Semiotics have to Offer Mathematics Education Research? (2006, methodology): “The construction of mathematical meanings has come to be seen as occurring in interaction between teacher and students or among students and insights into processes of construction have been provided by analyses of such interaction using various approaches to discourse and semiotics (Kieran, 2001; R”
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”
THE FUNCTIONS OF PICTURES IN PROBLEM SOLVING (2004, background): “The views supporting the use of visual aids or pictorial representations in mathematics do not diminish the importance of the verbal code of communication in the context of learning tasks or the effect of language on the formulation of thinking, communication and “doing mathematics” (Kieran, 2001).”