Result **1** to **20** of **57** total

Investigating changes in high-stakes mathematics examinations: a discursive approach. (English)

Res. Math. Educ. 18, No. 2, 92-119 (2016).

1

Studying the evolution of school mathematics as a change in discourse. (English)

Res. Math. Educ. 18, No. 2, 89-91 (2016).

2

Researcher as activist: a conversation. (English)

Phakeng, Mamokgethi (ed.) et al., Mathematics education in a context of inequity, poverty and language diversity. Giving direction and advancing the field. Cham: Springer (ISBN 978-3-319-38823-6/hbk; 978-3-319-38824-3/ebook). 75-87 (2016).

3

Reflections on mathematical literacy. (English)

Fried, Michael N. (ed.) et al., Mathematics and mathematics education. Searching for common ground. Dordrecht: Springer (ISBN 978-94-007-7472-8/hbk; 978-94-007-7473-5/ebook). Advances in Mathematics Education, 157-174 (2014).

4

University mathematics as a discourse ‒ why, how, and what for? (English)

Res. Math. Educ. 16, No. 2, 199-203 (2014).

5

Doing the same mathematics? Exploring changes over time in students’ participation in mathematical discourse through responses to GCSE questions. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 3. Proceedings of the day conference, University of Cambridge, UK, June 17, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 138-143 (2012).

6

Why mathematics? What mathematics? (English)

Math. Educ. (Athens) 22, No. 1, 3-16 (2012).

7

Spontaneous meta-arithmetics as the first step toward school algebra. (English. Spanish summary)

PNA 6, No. 2, 61-71 (2012).

8

Grammatical structure and mathematical activity: comparing examination questions. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol.31, No. 3. Proceedings of the day conference, Oxford, UK, November 2011. London: British Society for Research into Learning Mathematics (BSRLM). 113-118 (2011).

9

A journey in mathematics education research. Insights from the work of Paul Cobb. (English)

Mathematics Education Library 48. Berlin: Springer (ISBN 978-90-481-9728-6/hbk; 978-90-481-9729-3/ebook). xxiv, 246~p. (2010).

10

What’s all the fuss about gestures? A commentary. (English)

Educ. Stud. Math. 70, No. 2, 191-200 (2009).

11

Thinking as communicating. Human development, the growth of discourses, and mathematizing. (English)

Learning in doing: social, cognitive and computational perspectives. Cambridge: Cambridge University Press (ISBN 978-0-52186737-5 /hbk). 352~p. (2008).

12

When the rules of discourse change, but nobody tells you: making sense of mathematics learning from a commognitive standpoint. (English)

J. Learn. Sci. 16, No. 4, 565-613 (2007).

13

Why cannot children see as the same what grown-ups cannot see as different? ‒ Early numerical thinking revisited. (English)

Cogn. Instr. 23, No. 2, 237-309 (2005).

14

Students’ colloquial and mathematical discourses on infinity and limit. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 201-208 (2005).

15

Identity that makes a difference: substantial learning as closing the gap between actual and designated identities. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part I, 37-52 (2005).

16

Doing wrong with words: What bars students’ access to arithmetical discourses. (English)

J. Res. Math. Educ. 36, No. 3, 176-247 (2005).

17

What could be more practical than good research? On mutual relations between research and practice of mathematics education. (English)

Educ. Stud. Math. 58, No. 3, 393-413 (2005).

18

There is more to discourse than meets the ears. Looking at thinking as communicating to learn about mathematical learning. (English)

Bergsten, Christer (ed.) et al., Challenges in mathematics education. Proceedings of MADIF3, The 3rd Swedish mathematics education research seminar, Norrköping, Sweden, January 23‒25, 2002. Linköping: Svensk Förening för MatematikDidaktisk Forskning (ISBN 91-973934-0-X). Skrifter vrån Svensk Förening för Matematikdidaktisk Forskning (SMDF) 2, 34-49 (2003).

19

Balancing the unbalanceable: The NCTM standards in light of theories of learning mathematics. (English)

Kilpatrick, Jeremy et al., A research companion to the principles and standards for school mathematics. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-537-5). 353-392 (2003).

20

Result **1** to **20** of **57** total