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Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics
16 references·7 citing·34 second hop
Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics (2005)Beyond discourse and interaction. Variati…Constructivism in Education (2021)Constructivism in EducationTheories of Mathematical Learning (2013)Theories of Mathematical Lear…Learning and Awareness (2013)Learning and AwarenessThe Emergence of Mathematical Meaning (2012)The Emergence of Mathematical…The space of learning (2004)The space of learningClassroom Discourse and the Space of Learning (2004)Classroom Discourse and the S…The University of Learning. Beyond Quality and Competence in Higher Education. (1998)The University of Learning. B…On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)On Two Metaphors for Learning…Reflective Discourse and Collective Reflection (1997)Reflective Discourse and Coll…Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)Sociomathematical Norms, Argu…Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm? (1996)Intersubjectivity in Mathemat…Investigating Mathematics Teaching: A Constructivist Enquiry (1994)Investigating Mathematics Tea…Voices of the Mind: A Sociocultural Approach to Mediated Action (1992)Voices of the Mind: A Sociocu…Voices of the Mind: A Sociocultural Approach to Mediated Action (1991)Voices of the Mind: A Sociocu…Phenomenography ? Describing conceptions of the world around us (1981)Phenomenography ? Describing …The field of consciousness (1964)The field of consciousnessINFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM: THE ROLE OF INFORMATION EXPERIENCES IN SHAPING OUTCOMES (2015)INFORMED LEARNING IN THE UNDE…Frameworks and Principles for Task Design (2015)Frameworks and Principles for…A framework for primary teachers’ perceptions of mathematical reasoning (2015)A framework for primary teach…When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study (2014)When Teaching Makes a Differe…Variation theory: A theory of learning and a useful theoretical framework for chemical education research (2012)Variation theory: A theory of…What is it Possible to Learn? On Variation as a Necessary Condition for Learning (2006)What is it Possible to Learn?…The experience of becoming a legal professional (2006)The experience of becoming a …History and Class Consciousness (1923)Objective Knowledge, an Evolutionary Approach. (1973)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)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)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Aligning assessment with long‐term learning (2006)Perspectives into learning at the workplace (2008)Studies of expansive learning: Foundations, findings and future challenges (2010)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)Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments (2004)Can 'Blended Learning' Be Redeemed? (2005)Variation and commonality in phenomenographic research methods (2005)Participating in Classroom Mathematical Practices (2010)Using video to teach future teachers to learn from teaching (2010)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Towards a theory of leadership practice: a distributed perspective (2004)Learning by Expanding (2014)Relations between teachers' approaches to teaching and students' approaches to learning (1999)What the Student Does: teaching for enhanced learning (1999)Sustainable Assessment: Rethinking assessment for the learning society (2000)Investigating School Leadership Practice: A Distributed Perspective (2001)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Bridging Practices (2000)Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform (2001)Constructivist Pedagogy (2003)
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References

  • 1991Voices of the Mind: A Sociocultural Approach to Mediated Action4,099 cited
  • 1998On Two Metaphors for Learning and the Dangers of Choosing Just One3,824 cited
  • 2013Learning and Awareness3,699 cited
  • 1981Phenomenography ? Describing conceptions of the world around us3,269 cited
  • 1996Sociomathematical Norms, Argumentation, and Autonomy in Mathematics1,869 cited
  • 1992Voices of the Mind: A Sociocultural Approach to Mediated Action1,505 cited
  • 2004Classroom Discourse and the Space of Learning1,070 cited
  • 2021Constructivism in Education719 cited
  • 2013Theories of Mathematical Learning550 cited
  • 2012The Emergence of Mathematical Meaning528 cited
  • 1998The University of Learning. Beyond Quality and Competence in Higher Education.451 cited
  • 1964The field of consciousness433 cited
  • 1997Reflective Discourse and Collective Reflection416 cited
  • 1994Investigating Mathematics Teaching: A Constructivist Enquiry326 cited
  • 2004The space of learning266 cited
  • 1996Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?

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Cited by

  • 2006What is it Possible to Learn? On Variation as a Necessary Condition for Learning134 cited
  • 2014When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study94 cited
  • 2012Variation theory: A theory of learning and a useful theoretical framework for chemical education research89 cited
  • 2015A framework for primary teachers’ perceptions of mathematical reasoning67 cited
  • 2015Frameworks and Principles for Task Design62 cited
  • 2006The experience of becoming a legal professional34 cited
  • 2015INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM: THE ROLE OF INFORMATION EXPERIENCES IN SHAPING OUTCOMES4 cited