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Social and sociomathematical norms in an advanced undergraduate mathematics course
9 references·8 citing·40 second hop
Social and sociomathematical norms in an advanced undergraduate mathematics course (2000)Social and sociomathematical norms in an …The Emergence of Mathematical Meaning (2012)The Emergence of Mathematical…Students’ proof schemes: Results from exploratory studies (1998)Students’ proof schemes: Resu…Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)Sociomathematical Norms, Argu…Constructivist, emergent, and sociocultural perspectives in the context of developmental research (1996)Constructivist, emergent, and…Research in Collegiate Mathematics Education. I (1994)Research in Collegiate Mathem…Educational Development and Developmental Research in Mathematics Education (1994)Educational Development and D…Characteristics of Classroom Mathematics Traditions: An Interactional Analysis (1992)Characteristics of Classroom …Apprenticeship in thinking: cognitive development in social context (1990)Apprenticeship in thinking: c…Concept image and concept definition in mathematics with particular reference to limits and continuity (1981)Concept image and concept def…Flipping the calculus classroom: an evaluative study (2015)Flipping the calculus classro…Examining individual and collective level mathematical progress (2014)Examining individual and coll…Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class (2012)Reasoning using particulate n…Mathematicians’ perspectives on the teaching and learning of proof (2010)Mathematicians’ perspectives …Students’ perceived sociomathematical norms: The missing paradigm (2009)Students’ perceived sociomath…The Effect of Authority on the Persuasiveness of Mathematical Arguments (2008)The Effect of Authority on th…Concept image revisited (2008)Concept image revisitedClassroom mathematical practices and gesturing (2004)Classroom mathematical practi…Thought and language (1962)Naturalistic inquiry (1985)‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2011)Subspace in linear algebra: investigating students’ concept images and interactions with the formal definition (2011)Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative (2016)The Structure of Scientific Revolutions (1963)Educational Psychology: A Cognitive View (1968)Mathematics education as a ?design science? (1995)Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007)The theory of communicative action (2014)Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018)Apprenticeship in Thinking (1990)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development (2003)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)To Understand Is to Invent (1973)Cognitive and Situated Learning Perspectives in Theory and Practice (1999)Mathematics teachers’ “learning to notice” in the context of a video club (2007)Effects of Video Club Participation on Teachers' Professional Vision (2008)Situated Cognition and the Culture of Learning (1989)Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda (2002)Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms (2008)Mind, Self, and Society (2015)Reflective Discourse and Collective Reflection (1997)There is More to Discourse than Meets the Ears: Looking at Thinking as Communicating to Learn More About Mathematical Learning (2006)An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms (2009)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Identity and agency in cultural worlds (1999)Culture and systems of thought: Holistic versus analytic cognition. (2001)Images and Definitions for the Concept of Function (1989)Making the transition to formal proof (1994)APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research (2005)Models of the Teaching Process (1999)Facilitating the Transition from Empirical Arguments to Proof (2009)Expert and Novice Approaches to Reading Mathematical Proofs (2012)Student difficulty in constructing proofs: The need for strategic knowledge (2001)Validations of Proofs Considered as Texts: Can Undergraduates Tell Whether an Argument Proves a Theorem? (2003)Modelling mathematical argumentation: the importance of qualification (2007)
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References

  • 1990Apprenticeship in thinking: cognitive development in social context5,464 cited
  • 1981Concept image and concept definition in mathematics with particular reference to limits and continuity1,880 cited
  • 1996Sociomathematical Norms, Argumentation, and Autonomy in Mathematics1,869 cited
  • 1996Constructivist, emergent, and sociocultural perspectives in the context of developmental research811 cited
  • 2012The Emergence of Mathematical Meaning528 cited
  • 1998Students’ proof schemes: Results from exploratory studies515 cited
  • 1992Characteristics of Classroom Mathematics Traditions: An Interactional Analysis361 cited
  • 1994Educational Development and Developmental Research in Mathematics Education305 cited
  • 1994Research in Collegiate Mathematics Education. I246 cited

Cited by

  • 2008Concept image revisited106 cited
  • 2012Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class100 cited
  • 2004Classroom mathematical practices and gesturing96 cited
  • 2008The Effect of Authority on the Persuasiveness of Mathematical Arguments94 cited
  • 2015Flipping the calculus classroom: an evaluative study77 cited

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2010
Mathematicians’ perspectives on the teaching and learning of proof
70 cited
  • 2014Examining individual and collective level mathematical progress67 cited
  • 2009Students’ perceived sociomathematical norms: The missing paradigm59 cited