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“Can any Fraction be Turned into a Decimal?” A Case Study of a Mathematical Group Discussion
16 references·8 citing·34 second hop
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References

  • 1996Using Language5,122 cited
  • 1991Perspectives on socially shared cognition.3,460 cited
  • 1996Using language: Communicative acts2,702 cited
  • 1990Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies1,004 cited
  • 1992The Handbook of qualitative research in education897 cited
  • 2000Implementing standards-based mathematics instruction: a casebook for professional development814 cited
  • 1993The Handbook of Qualitative Research in Education.671 cited
  • 1997The Handbook of education and human development: new models of learning, teaching and schooling667 cited
  • 2012The Emergence of Mathematical Meaning528 cited
  • 1996The linguistic realization of information packaging505 cited
  • 2013The linguistic realization of information packaging491 cited
  • 1996Shifting participant frameworks: orchestrating thinking practices in group discussion480 cited
  • 1991Sharing cognition through collective comprehension activity.265 cited
  • 2012Symbolizing and Communicating in Mathematics Classrooms263 cited
  • 2012Rational Numbers240 cited
  • 1996

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Reference and Referent Accessibility
229 cited

Cited by

  • 2015Student Engagement with Others’ Mathematical Ideas86 cited
  • 2017Mathematics teachers' attention to potential classroom situations of argumentation72 cited
  • 2009Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics70 cited
  • 2009Preservice Teachers' Understanding of the Relation Between a Fraction or Integer and Its Decimal Expansion68 cited
  • 2014Examining cognitive development from a conceptual change point of view: The framework theory approach63 cited
  • 2010How Preservice Teachers Interpret and Respond to Student Geometric Errors57 cited
  • 2012Academic Discussions53 cited
  • 2021Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning17 cited