Guest EditorialLearning discourse:Sociocultural approaches to research inmathematics education

By Carolyn Kieran, Ellice Forman, Anna Sfard. 2001

51 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/cdf7471576db57e34236474c8e92bc097bc21a10

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Candia Morgan
2. B. Jaworski
3. D. Nussbaumer

In Experimental and Cognitive Psychology

1. B. Jaworski

In Human Factors and Ergonomics

1. B. Jaworski
2. Amanda Jansen
3. Sandy M. Spitzer
4. D. Nussbaumer

Citations in the corpus

• What does Social Semiotics have to Offer Mathematics Education Research? (2006, background): “…same time, increased numbers of empirical studies have focused on discursive activity within classrooms, especially on interaction between teachers and students (examples may be seen in Cobb et al., 2000; in the special issue of ESM edited by Kieran et al., 2001; and in Steinbring et al., 1998).”
• Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching (2006, background): “I have offered, briefly, these influential (in my view) areas of scholarship to take us a step further in bridging the constructivistsociocultural divide that the editors of ESM 46 characterise (Kieran et al., 2001).”