@article {MATHEDUC.06418722,
author = {Rasmussen, Chris and Wawro, Megan and Zandieh, Michelle},
title = {Examining individual and collective level mathematical progress.},
year = {2015},
journal = {Educational Studies in Mathematics},
volume = {88},
number = {2},
issn = {0013-1954},
pages = {259-281},
publisher = {Springer Netherlands, Dordrecht},
doi = {10.1007/s10649-014-9583-x},
abstract = {Summary: A challenge in mathematics education research is to coordinate different analyses to develop a more comprehensive account of teaching and learning. We contribute to these efforts by expanding the constructs in {\it P. Cobb} and {\it E. Yackel}'s [``Constructivist, emergent, and sociocultural perspectives in the context of developmental research'', Educ. Psychol. 31, No. 3--4, 175--190 (1996; \url{doi:10.1080/00461520.1996.9653265})] interpretive framework that allow for coordinating social and individual perspectives. This expansion involves four different constructs: disciplinary practices, classroom mathematical practices, individual participation in mathematical activity, and mathematical conceptions that individuals bring to bear in their mathematical work. We illustrate these four constructs for making sense of students' mathematical progress using data from an undergraduate mathematics course in linear algebra.},
msc2010 = {C35xx (C25xx H65xx)},
identifier = {2015b.00195},
}