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A Mathematics-Science Community of Practice: Reconceptualising Transfer in Terms of Crossing Boundaries.
9 references·6 citing·32 second hop
A Mathematics-Science Community of Practice: Reconceptualising Transfer in Terms of Crossing Boundaries. (2009)A Mathematics-Science Community of Practi…Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity (2005)Telling Identities: In Search…Between school and work: New perspectives on transfer and boundary-crossing (2003)Between school and work: New …Pedagogy, symbolic control, and identity : theory, research, critique (2000)Pedagogy, symbolic control, a…Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)Chapter 3 : Identity as an An…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Activity theory and individual and social transformation (1999)Activity theory and individua…On Claims That Answer the Wrong Questions (1997)On Claims That Answer the Wro…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Cognition in Practice (1988)Cognition in PracticeThe possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom (2021)The possibilities of feminist…The Affective Being of Multilingual Children’s Language Use for Mathematics Learning (2021)The Affective Being of Multil…Equity, inclusion, and antiblackness in mathematics education (2019)Equity, inclusion, and antibl…What Knowledge is Shaping Teacher Preparation in Early Childhood Mathematics? (2015)What Knowledge is Shaping Tea…Research Rationalities and the Construction of the Deficient Multilingual Mathematics Learner (2015)Research Rationalities and th…Children, Mathematics, and Videotape (2014)Children, Mathematics, and Vi…Situated Learning (1991)Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009)The Sociopolitical Turn in Mathematics Education (2013)Funds of Identity: A new concept based on the Funds of Knowledge approach (2014)Mind in Society: The Development of Higher Psychological Processes (1978)Reconsidering research on teachers’ professional identity (2004)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)National Council of Teachers of Mathematics (1979)Black Marxism: The Making of the Black Radical Tradition (1985)The new Jim Crow: mass incarceration in the age of colorblindness (2010)Racism camouflaged as impostorism and the impact on Black STEM doctoral students (2021)Equity in mathematics education (2023)Re-Envisioning the Culture of Undergraduate Biology Education to Foster Black Student Success: A Clarion Call (2023)Vertical and Horizontal Discourse: An essay (1999)Applications of Social Capital in Educational Literature: A Critical Synthesis (2002)Academic identity and autonomy in a changing policy environment (2005)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Theorizing Practice and Practicing Theory (2011)Conducting Educational Design Research (2018)Studies of expansive learning: Foundations, findings and future challenges (2010)Boundary Crossing and Boundary Objects (2011)Learning by Expanding (2014)Communities of Practice and Social Learning Systems (2000)Problem-Based Learning: What and How Do Students Learn? (2004)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A threat in the air: How stereotypes shape intellectual identity and performance. (1997)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Introduction: epistemic communities and international policy coordination (1992)Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations (2000)
this work references cited by second hop

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1988Cognition in Practice5,264 cited
  • 2000Chapter 3 : Identity as an Analytic Lens for Research in Education3,921 cited
  • 2000Pedagogy, symbolic control, and identity : theory, research, critique3,288 cited
  • 1999Activity theory and individual and social transformation3,227 cited
  • 2005Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity1,740 cited
  • 1997On Claims That Answer the Wrong Questions865 cited
  • 2003Between school and work: New perspectives on transfer and boundary-crossing680 cited

Cited by

  • 2019Equity, inclusion, and antiblackness in mathematics education219 cited
  • 2015What Knowledge is Shaping Teacher Preparation in Early Childhood Mathematics?48 cited
  • 2014Children, Mathematics, and Videotape21 cited
  • 2015Research Rationalities and the Construction of the Deficient Multilingual Mathematics Learner14 cited
  • 2021The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom12 cited

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2021
The Affective Being of Multilingual Children’s Language Use for Mathematics Learning
1 cited