Steering (Dis)Course between Metaphors and Rigor: Using Focal Analysis to Investigate an Emergence of Mathematical Objects
暂无分享,去创建一个
[1] Ed Dubinsky,et al. Reflective Abstraction in Advanced Mathematical Thinking , 2002 .
[2] P. Cobb,et al. Discourse, mathematical thinking, and classroom practice. , 1993 .
[3] H. Maturana,et al. The Tree of Knowledge: The Biological Roots of Human Understanding , 2007 .
[4] Götz Krummheuer. The ethnography of argumentation. , 1995 .
[5] Heinz Steinbring,et al. Epistemological Constraints of Mathematical Knowledge in Social Learning Settings , 1998 .
[6] L. Vygotsky. Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .
[7] Guershon Harel,et al. The Role of Conceptual Entities and Their Symbols in Building Advanced Mathematical Concepts , 2002 .
[8] Patrick W Thompson. Experience, Problem Solving, and Learning Mathematics: Considerations in Developing Mathematics Curricula , 1985 .
[9] Carolyn Kieran. The learning and teaching of school algebra. , 1992 .
[10] M. Bakhtin,et al. Speech Genres and Other Late Essays , 1988 .
[11] P. Cobb,et al. Sociomathematical Norms, Argumentation, and Autonomy in Mathematics. , 1996 .
[12] Paul Cobb,et al. Individual and Collective Mathematical Development: The Case of Statistical Data Analysis. , 1999 .
[13] P. Cobb,et al. Reflective Discourse and Collective Reflection , 1997 .
[14] Anna Sierpinska,et al. Language and Communication in the Mathematics Classroom. , 1998 .
[15] Magdalene Lampert,et al. When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching , 1990 .
[16] N. Minick,et al. Contexts for Learning: Sociocultural Dynamics in Children's Development , 1993 .
[17] Brian Rotman,et al. Towards a Semiotics of Mathematics , 1988 .
[18] A. Sfard. On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin , 1991 .
[19] A. Sfard. On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .
[20] A. Sfard. Reification as the birth of metaphor , 1994 .
[21] Valerie Walkerdine,et al. The Mastery Of Reason: Cognitive Development And The Production Of Rationality , 1990 .
[22] L. Vygotsky. Thinking and Speech , 1987 .
[23] J. Bruner. Actual minds, possible worlds , 1985 .
[24] Magdalene Lampert,et al. Talking Mathematics in School: Studies of Teaching and Learning , 1998 .
[25] H.J.M. van Oers. The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning. , 1999 .
[26] Michael J. Reddy. Metaphor and Thought: The conduit metaphor: A case of frame conflict in our language about language , 1993 .
[27] David Tall,et al. Ambiguity and flexibility: A proceptual view of simple arithmetic , 1983 .
[28] Heinz Steinberg,et al. Routine and Meaning in the Mathematics Classroom. , 1989 .
[29] P. Hanks,et al. Collins dictionary of the English language , 1979 .
[30] L. Vygotsky,et al. Thought and Language , 1963 .
[31] Jorg Voigt,et al. Negotiation of mathematical meaning and learning mathematics , 1994 .