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“So what are we working on?”: how student authority relations shift during collaborative mathematics activity
16 references·0 citing·46 second hop
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References

  • 1948The Theory of Social and Economic Organization.11,324 cited
  • 1965The Constant Comparative Method of Qualitative Analysis5,153 cited
  • 1995Interaction Analysis: Foundations and Practice2,763 cited
  • 1996Sociomathematical Norms, Argumentation, and Autonomy in Mathematics2,005 cited
  • 2003When Smart Groups Fail1,536 cited
  • 2008Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell1,396 cited
  • 2002Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom1,211 cited
  • 2000Identity, Agency, and Knowing in Mathematics Worlds433 cited
  • 2002Experiencing School Mathematics432 cited
  • 2009An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms361 cited
  • 1997Working for equity in heterogeneous classrooms : sociological theory in practice327 cited
  • 2002Experiencing school mathematics : traditional and reform approaches to teaching and their impact on student learning252 cited
  • 2002Dialogue and Learning in Mathematics Education: Intention, Reflection, Critique241 cited
  • 2013Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces174 cited

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  • 2014Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access Within a Student-Led Argument153 cited
  • 2006Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity143 cited
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