Guest Editor's Introduction: Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning

Concentrating the attention on one aspect makes it leap into the foreground and occupy the square, just as, with certain drawings, you have only to close your eyes and when you open them the perspective has changed. (Calvino, 1983, p. 7)

[1]  M. Cole.  Cultural psychology: a once and future discipline? , 1996, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[2]  K. Crowley,et al.  Designing for Science: Implications from Everyday, Classroom, and Professional Settings. , 2001 .

[3]  M. Cole,et al.  The psychology of literacy , 1983 .

[4]  Koeno Gravemeijer,et al.  Supporting Students' Ways of Reasoning about Data. , 2000 .

[5]  Erick Smith,et al.  Where Is the Mind? Knowing and Knowledge in Cobb's Constructivist and Sociocultural Perspectives , 1995 .

[6]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[7]  Wolff‐Michael Roth,et al.  Inscriptions: Toward a Theory of Representing as Social Practice , 1998 .

[8]  Paul Cobb,et al.  Individual and Collective Mathematical Development: The Case of Statistical Data Analysis. , 1999 .

[9]  Claude Janvier.  Problems of representation in the teaching and learning of mathematics , 1987 .

[10]  Luciano Meira,et al.  Making Sense of Instructional Devices: The Emergence of Transparency in Mathematical Activity. , 1998 .

[11]  J. Kaput.  Notations and Representations as Mediators of Constructive Processes , 1991 .

[12]  Paul Cobb,et al.  Supporting Students' Ability to Reason about Data , 2001 .

[13]  J. Greeno.  On Claims That Answer the Wrong Questions , 1997 .

[14]  Michael B. Usher,et al.  Science in action , 1993, Nature.

[15]  Anna Sfard,et al.  The Many Faces of Mathematics: Do Mathematicians and Researchers in Mathematics Education Speak about the Same Thing? , 1998 .

[16]  Ann,et al.  Truth and method , 1994, Journal of Religion and Health.

[17]  P. Cobb.  Continuing the Conversation: A Response to Smith , 1995 .