This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Baird, J.R., and Mitchell, I.J. (Eds) (1986). Improving the quality of teaching and learning: An Australian case study — the PEELproject. Melbourne: Monash University Printery Services.
Bakhtin, M. (1979). The aesthetics of verbal creation. Moscow: Bocharov. Cited in Todarov (1984).
Barnes, M. (1998). Towards a framework for analysing power relationships in small group discussions. Draft of a paper submitted for inclusion in the 1998 conference of the Mathematics Education Research Group of Australasia, to be held at Broadbeach, Queensland, July 4 to 7.
Bruner, J. (1996). Celebrating Divergence: Piaget and Vygotsky. Keynote address given in Geneva, September 15, in honour of Jean Piaget’s birth.
Clarke, D.J. (1993). Unguarded metaphors in educational theorizing:Metaphorically modeling the social-personal interface (Abstract only). In J.R. Becker and B.J. Pence (Eds.) Proceedings of the Fifteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Vol. 2. San Jose, CA: San Jose University, 251.
Clarke, D.J. (1994). The metaphorical modelling of “coming to know". In J. P. da Ponte and J. F. Matos (Eds.) Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education. Volume I. University of Lisbon, Portugal, July 29 to August 3, pp, 193–200.
Clarke, D.J. (1 996). Refraction and Reflection: Modelling the Classroom Negotiation of Meaning. RefLecT 2(l), 46–51.
Clarke, D.J. (1999). Refraction and Reflection: Modelling the Negotiation of Meaning in Science and Mathematics Classrooms. In J. Baird (Ed.) Reflecting Teaching Learning: Perspectives on Educational Improvement. Melbourne: Hawker Brownlow Education, pp. 167–180.
Clarke, D.J., Frid, S., & Barnett, C. (1993). Triadic systems in education: Categorical, cultural or coincidence. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education. Kelvin Grove, Qld: MERGA, pp. 153–160.
Clarke, D.J. & Helme, S.(1997). The resolution of uncertainty in mathematics classrooms. In F. Biddulph and K. Carr (Eds.) People in Mathematics Education. Proceedings of the Twentieth Annual Conference of the Mathematics Education Research Group of Australasia, held at Rotorua, New Zealand. 7–11 July, 1997. Waikato, New Zealand: MERGA, pp. 116–123.
Clarke, D.J. & Kessel, C. (1995). To know and to be right: Studying the Classroom Negotiation of Meaning. In B. Atweh & S. Flavel (Eds.). Galtha: MERGA 18. Proceedings of the 18th annual conference of the Mathematics Education Research Group of Australasia. Darwin, NT: University of the Northern Territory, pp. 170–177.
Cobb, P. (1994). Where is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development. EducationalResearcher, 23(7), 13–20.
Cobb, P. & Bauersfeld, H. (Eds.) (1995). The emergence of mathematical meaning: Interaction in classroom cultures. Hillsdale, NJ: Lawrence Erlbaum.
Helme, S. & Clarke, D. J. (1996). Moments in the process of coming to know. In P. Clarkson (Ed.) Technology in Mathematics Education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia. Melbourne, Victoria: University of Melbourne, pp. 269–276.
Helme, S. & Clarke, D. J. (1998). Capturing complexity: The use of complementary accounts in the analysis of classroom learning. Paper presented at the 1998 Deakin Research Methodology Conference, Deakin University, Burwood, Victoria, Australia.
Helme, S., Clarke, D.J., & Kessel, C. (1996). Moments in the process of coming to know. In P.C. Clarkson (Ed.). Technology in mathematics education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA). June 30–July 3, 1996, at the University of Melbourne. Melbourne: MERGA. pp. 269–276. (1996)
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the radica lconstructivist paradigm? Journal for Research in Mathematics Education. 27(2). 133–150.
Rowland, T. (1995). Hedges in mathematical talk: Linguistic pointers to uncertainty. Educational Studies in Mathematics, vol. 29, 327–353.
Steffe, L.P. (1995). Alternative epistemologies: Aneducator’s perspective. In L.P. Steffe & J. Gale (Eds.), Constructivism in Education (pp.489–523). Hillsdale Lawrence Erlbaum Associates.
Steffe, L.P. & Thompson, P.W. (2000). Interaction or Intersubjectivity? A Reply to Lerman. Journal for Research in Mathematics Education. 31(2), 191–209.
Todarov, T. (1984). Mikhail Bakhtin: The Dialogical Principle. Translated by Wlad Godzich. Minneapolis: University of Minnesota Press.
Voigt, J. (1995). Thematic patterns of interaction and sociomathematical norms. Chapter 5 in P. Cobb & H. Bauersfeld (Eds) The Emergence of Mathematical Meaning. Hillsdale, NJ: Lawrence Erlbaum, 163–202.
Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. Washington. D.C.: The Falmer Press.
Vygotsky, L. S. (1978) Mind in Society Cambridge, Mass.: Harvard University Press.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Kluwer Academic Publishers
About this chapter
Cite this chapter
Clarke, D. (2001). Untangling Uncertainty, Negotiation and Intersubjectivity. In: Clarke, D. (eds) Perspectives on Practice and Meaning in Mathematics and Science Classrooms. Mathematics Education Library, vol 25. Springer, Dordrecht. https://doi.org/10.1007/0-306-47228-7_3
Download citation
DOI: https://doi.org/10.1007/0-306-47228-7_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6938-7
Online ISBN: 978-0-306-47228-2
eBook Packages: Springer Book Archive