Intersubjectivity in mathematics teaching: meaning-making from constructivist and/or sociocultural perspectives? (English)
Gates, Peter (ed.) et al., Shifts in the field of mathematics education. Stephen Lerman and the turn to the social. Singapore: Springer (ISBN 978-981-287-178-7/hbk; 978-981-287-179-4/ebook). 171-184 (2015).
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Networking theories of society and cognitive science: an analytical approach to the social in school mathematics. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 223-230 (2014).
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“Just don’t”: The suppression and invitation of dialogue in the mathematics classroom. (English)
Educ. Stud. Math. 67, No. 2, 143-157 (2008).
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To disagree, we must also agree: How intersubjectivity structures and perpetuates discourse in a mathematics classroom. (English)
J. Learn. Sci. 16, No. 4, 523-568 (2007).
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Experiencing the epistemic necessity. (L’expérience de la nécessité épistémique.) (French)
Rech. Didact. Math. 25, No. 1, 57-90 (2005).
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Constructing intersubjectivity in representational design activities. (English)
J. Math. Behav. 19, No. 4, 503-530 (2000).
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Communication in the classroom on necessary mathematical statements. The double didactic pyramid model. (English)
Hejný, M. et al., European research conference on mathematical education (ERCME ’97). Prometheus, Praha. 52-57 (1997).
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