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Social and socio‐mathematical norms in collaborative problem‐solving
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Social and socio‐mathematical norms in collaborative problem‐solving (2008)Social and socio‐mathematical norms in co…The Presentation of Self in Everyday Life (2023)The Presentation of Self in E…Mind, Self, and Society (2015)Mind, Self, and SocietyThere is More to Discourse than Meets the Ears: Looking at Thinking as Communicating to Learn More About Mathematical Learning (2006)There is More to Discourse th…There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning (2001)There is more to discourse th…On Reform Movement and the Limits of Mathematical Discourse (2000)On Reform Movement and the Li…Language and Communication in the Mathematics Classroom. (1998)Language and Communication in…Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)Sociomathematical Norms, Argu…The Guided Construction of Knowledge: Talk Amongst Teachers and Learners (1995)The Guided Construction of Kn…The Guided Construction of Knowledge (1995)The Guided Construction of Kn…Politeness (1987)PolitenessPoliteness : Some Universals in Language Usage (1987)Politeness : Some Universals …Garfinkel and Ethnomethodology (1987)Garfinkel and EthnomethodologyHow To Do Things With Words (1975)How To Do Things With WordsSymbolic Interactionism: Perspective and Method. (1971)Symbolic Interactionism: Pers…Role Theory: Concepts and Research. (1967)Role Theory: Concepts and Res…The Presentation of Self in Everyday Life. (1956)The Presentation of Self in E…Social Identity Theory and the Organization (1989)PSYCHOLOGICAL CONDITIONS OF PERSONAL ENGAGEMENT AND DISENGAGEMENT AT WORK. (1990)Users of the world, unite! The challenges and opportunities of Social Media (2009)Being and Nothingness (2022)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin (1991)Handbook of research design in mathematics and science education (2000)Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life (2007)Mathematics teachers’ “learning to notice” in the context of a video club (2007)Effects of Video Club Participation on Teachers' Professional Vision (2008)Positioning: The Discursive Production of Selves (1990)A Dynamic Theory of Organizational Knowledge Creation (1994)Discourse Analysis as Theory and Method (2002)Emotion Work, Feeling Rules, and Social Structure (1979)Anarchy is what states make of it: the social construction of power politics (1992)The Practice Turn in Contemporary Theory (2005)Principles of Critical Discourse Analysis (1993)Tit for Tat? The Spiraling Effect of Incivility in the Workplace (1999)Construal-level theory of psychological distance. (2010)Qualitative Analysis for Social Scientists (1987)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research (1997)Reconceptualizing Organizational Routines as a Source of Flexibility and Change (2003)Theorizing Practice and Practicing Theory (2011)Power, approach, and inhibition. (2003)Critical Discourse Analysis (2015)Emotional Intelligence (1990)Collaborative Learning: Cognitive and Computational Approaches (2000)Critical Discourse Analysis (2005)Exploring Engagement in Tasks in the Language Classroom (2016)
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References

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  • 1975How To Do Things With Words21,525 cited
  • 2023The Presentation of Self in Everyday Life17,623 cited
  • 2015Mind, Self, and Society12,408 cited
  • 1987Politeness : Some Universals in Language Usage11,919 cited
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  • 1971Symbolic Interactionism: Perspective and Method.9,967 cited
  • 1996Sociomathematical Norms, Argumentation, and Autonomy in Mathematics2,005 cited
  • 1987Garfinkel and Ethnomethodology1,603 cited
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  • 2000On Reform Movement and the Limits of Mathematical Discourse

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