MAKING MATHEMATICAL MEANING THROUGH DIALOGUE: "ONCE YOU THINK OF IT, THE Z MINUS THREE SEEMS PRETTY WEIRD"

By V. Zack, Barbara Graves. 2002

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f583fb81dac8a9511d45d09342ca5f640977e57c

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. B. Davis
2. Chia-ling Chen
3. Patricio G. Herbst
4. E. Simmt

In Education

1. Chia-ling Chen
2. B. Davis
3. Patricio G. Herbst
4. E. Simmt
5. D. Chazan
6. Keith Weber
7. Kristen N. Bieda
8. Takeshi Miyakawa

Citations in the corpus

• 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”
• An evaluation of the Supplemental Instruction programme in a first year calculus course (2008, background): “The creation of mathematical knowledge is thus improved by making meaning through processes of social interaction and language 13–20 .”
• The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning (2013, methodology): “Multimodal interactions with diagrams 18 Method In order to better illustrate how students express their thinking in public, it is important that the video data are analyzed through transcripts and video images (Zack & Graves, 2001).”