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Cultural Tools and Mathematical Learning: A Case Study
16 references·4 citing·27 second hop
Cultural Tools and Mathematical Learning: A Case Study (1995)Cultural Tools and Mathematical Learning:…Theories of Mathematical Learning (2013)Theories of Mathematical Lear…The Gains and the Pitfalls of Reification — The Case of Algebra (1994)The Gains and the Pitfalls of…Images of rate and operational understanding of the fundamental theorem of calculus (1994)Images of rate and operationa…Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It? (1994)Growth in Mathematical Unders…Educational Development and Developmental Research in Mathematics Education (1994)Educational Development and D…Understanding Vygotsky. A quest for synthesis (1991)Understanding Vygotsky. A que…Apprenticeship in thinking: cognitive development in social context (1990)Apprenticeship in thinking: c…Vygotsky and the Social Formation of Mind (1987)Vygotsky and the Social Forma…Actual Minds, Possible Worlds. (1986)Actual Minds, Possible Worlds.Actual Minds, Possible Worlds (1986)Actual Minds, Possible WorldsWittgenstein: A Social Theory of Knowledge (1984)Wittgenstein: A Social Theory…Studying working intelligence. (1984)Studying working intelligence.The Reality of Ethnomethodology. (1977)The Reality of Ethnomethodolo…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)The Discovery of Grounded The…Thought and language (1962)Thought and languageRemarks on the Foundations of Mathematics. (1957)Remarks on the Foundations of…Physical and Virtual Manipulatives: What Is “Concrete”? (2016)Physical and Virtual Manipula…Regulation of Teacher Elicitations in the Mathematics Classroom (2009)Regulation of Teacher Elicita…Bringing Out the Algebraic Character of Arithmetic (2006)Bringing Out the Algebraic Ch…Didactical Complexity of Computational Environments for the Learning of Mathematics (1999)Didactical Complexity of Comp…The developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)Reflective Discourse and Collective Reflection (1997)Participating in Classroom Mathematical Practices (2010)Using video to teach future teachers to learn from teaching (2010)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)Students' Need for Belonging in the School Community (2000)What Makes Professional Development Effective? (2003)Learning by Expanding (2014)Stories of Experience and Narrative Inquiry (1990)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)What Is Agency? (1998)‘Style’ for historians and philosophers (1992)Between Michel Foucault and Erving Goffman: between discourse in the abstract and face-to-face interaction (2004)Situated Normativity: The Normative Aspect of Embodied Cognition in Unreflective Action (2008)Conceptual change: A powerful framework for improving science teaching and learning (2003)Studies of expansive learning: Foundations, findings and future challenges (2010)How Many Interviews Are Enough? (2005)Theory Building From Cases: Opportunities And Challenges (2007)Seeking Qualitative Rigor in Inductive Research (2012)Number Sense as Situated Knowing in a Conceptual Domain (1991)Assessing the Thinking Curriculum: New Tools for Educational Reform (1992)A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (2002)
this work references cited by second hop

References

  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.46,361 cited
  • 1962Thought and language20,700 cited
  • 1986Actual Minds, Possible Worlds8,655 cited
  • 1986Actual Minds, Possible Worlds.6,608 cited
  • 1990Apprenticeship in thinking: cognitive development in social context5,464 cited
  • 1987Vygotsky and the Social Formation of Mind3,341 cited
  • 1991Understanding Vygotsky. A quest for synthesis872 cited
  • 1957Remarks on the Foundations of Mathematics.871 cited
  • 2013Theories of Mathematical Learning550 cited
  • 1984Studying working intelligence.505 cited
  • 1984Wittgenstein: A Social Theory of Knowledge468 cited
  • 1994The Gains and the Pitfalls of Reification — The Case of Algebra387 cited
  • 1994Images of rate and operational understanding of the fundamental theorem of calculus366 cited
  • 1977The Reality of Ethnomethodology.350 cited
  • 1994Educational Development and Developmental Research in Mathematics Education305 cited
  • 1994Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It?

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254 cited

Cited by

  • 2006Bringing Out the Algebraic Character of Arithmetic75 cited
  • 2016Physical and Virtual Manipulatives: What Is “Concrete”?73 cited
  • 1999Didactical Complexity of Computational Environments for the Learning of Mathematics72 cited
  • 2009Regulation of Teacher Elicitations in the Mathematics Classroom71 cited