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Learning discourse : discursive approaches to research in mathematics education
16 references·1 citing·37 second hop
Learning discourse : discursive approaches to research in mathematics education (2002)Learning discourse : discursive approache…Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions (2001)Cognition as Communication: R…The Social Mind: Construction of the Idea (2000)The Social Mind: Construction…Culture and Cognitive Development (2000)Culture and Cognitive Develop…On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)On Two Metaphors for Learning…Learning Mathematics through Conversation: Is It as Good as They Say?. (1998)Learning Mathematics through …Individual and Social Aspects of Learning (1998)Individual and Social Aspects…From context to contextualizing (1998)From context to contextualizi…Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of culturalgenetic methodology (1995)Socio-cultural-historical psy…Origins of the modern mind: three stages in the evolution of culture and cognition (1992)Origins of the modern mind: t…The social construction of meaning and cognitive activity in elementary school children. (1991)The social construction of me…Cognition in Practice (1988)Cognition in PracticeThe Ecology of Human Development (1981)The Ecology of Human Developm…Outline of a Theory of Practice. (1980)Outline of a Theory of Practi…Activity, consciousness, and personality (1978)Activity, consciousness, and …Against Method: Outline of an Anarchistic Theory of Knowledge. By Paul Feyerabend. (Atlantic Highlands, N.J. and London: Humanities Press, 1975. Pp. 339. $16.50.) (1977)Against Method: Outline of an…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…A Spectrum of Pedagogical Awareness for Undergraduate Mathematics: From "Tricks" to "Techniques" (2005)A Spectrum of Pedagogical Awa…The Social Psychology of Organizations. (1979)The fifth discipline, the art and practice of the learning organization (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Critical thinking as a citizenship competence: teaching strategies (2004)Technology in Support of Collaborative Learning (2007)Parental Mediation Theory for the Digital Age (2011)Thought and language (1962)The Selfish Gene (1976)Frames of Mind: The Theory of Multiple Intelligences (1984)Coevolution of neocortical size, group size and language in humans (1993)Niche construction, biological evolution, and cultural change (2000)Towards a unified science of cultural evolution (2006)Situated Cognition and the Culture of Learning (1989)Situated Learning (1991)Aligning assessment with long‐term learning (2006)Perspectives into learning at the workplace (2008)Studies of expansive learning: Foundations, findings and future challenges (2010)Theoretical risks and tabular asterisks: Sir Karl, Sir Ronald, and the slow progress of soft psychology. (1978)The Argumentative Turn in Policy Analysis and Planning (1993)Rhetoric of Economics (1998)The Social Construction of Reality: A Treatise in the Sociology of Knowledge. (1967)Competing paradigms in qualitative research. (1994)Sample Size in Qualitative Interview Studies (2015)Time, Human Agency, and Social Change: Perspectives on the Life Course (1994)An Integrative Model for the Study of Developmental Competencies in Minority Children (1996)The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. (2000)Introduction: epistemic communities and international policy coordination (1992)Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations (2000)Culture in Action: Symbols and Strategies (1986)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Learning through work: workplace affordances and individual engagement (2001)Psychological science in a postmodern context. (2001)A dialogical approach to conceptualizing teacher identity (2010)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Problem-Based Learning: What and How Do Students Learn? (2004)Learning by Expanding (2014)
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References

  • 1963The Structure of Scientific Revolutions35,276 cited
  • 1980Outline of a Theory of Practice.14,545 cited
  • 1981The Ecology of Human Development8,051 cited
  • 1988Cognition in Practice5,157 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 1998On Two Metaphors for Learning and the Dangers of Choosing Just One3,824 cited
  • 1992Origins of the modern mind: three stages in the evolution of culture and cognition2,427 cited
  • 1977Against Method: Outline of an Anarchistic Theory of Knowledge. By Paul Feyerabend. (Atlantic Highlands, N.J. and London: Humanities Press, 1975. Pp. 339. $16.50.)1,330 cited
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  • 2000The Social Mind: Construction of the Idea548 cited
  • 1998From context to contextualizing321 cited
  • 2001Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions298 cited
  • 2000Culture and Cognitive Development297 cited
  • 1991The social construction of meaning and cognitive activity in elementary school children.179 cited
  • 1995Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of culturalgenetic methodology

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148 cited
  • 1998Learning Mathematics through Conversation: Is It as Good as They Say?.116 cited
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    • 2005A Spectrum of Pedagogical Awareness for Undergraduate Mathematics: From "Tricks" to "Techniques"59 cited