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
Abreu, G. de (1993). The relationship between home and school mathematics in a farming community in rural Brazil. Unpublished Ph.D. dissertation, University of Cambridge.
Adams, D.W. (1998). Education for extinction: American Indians and the boarding school experience, 1875–1928. Harvard Educational Review, 68(2), 263–264 (book notes).
Beach, K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 24, 101–139.
Bishop, A.J. (1985). The social construction of meaning — A significant development for mathematics education? For the Learning of Mathematics 5(1), 24–28.
Bishop, A.J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers.
Bishop, A.J. (1991). Mathematical values in the teaching process. In A.J. Bishop, S. Mellin-Olsen, & J. van Dormolen (Eds.), Mathematical knowledge: Its growth through teaching, pp. 195–214. Dordrecht: Kluwer Academic Publishers.
Bourdieu, P. (1995). Language and symbolic power. Cambridge, Massachusetts: Harvard University Press.
Civil, M. (1995). Connecting home and school: Funds of knowledge for mathematics teaching. In B. Denys and P. Laridon (Eds.), Working group on cultural aspects in the learning of mathematics: Some current developments, pp. 18–25. Monograph following the 19th Annual Meeting of the International Group for the Psychology of Mathematics Education, Recife, July 1995.
Clarke, D.J. (1998). Studying the classroom negotiation of meaning: Complementary accounts methodology. In A. Teppo (Ed.), Qualitative research methods in mathematics education. Reston, Virginia: National Council of Teachers of Mathematics, Monograph 9.
Cobb, P. & Yackel, E. (1995). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Plenary address, in D. Owens & G. Millsapps (Eds.), Proceedings of the 17th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 3–29.
Ellerton, N.F. & Clarkson, PC. (1996). Language factors in mathematics teaching and learning. In A.J. Bishop et al. (Eds.), International handbook of mathematics education, pp. 987–1033. Dordrecht: Kluwer Academic Publishers
Gee, J.P (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.
Grenfell, M., & James, D. (Eds.) (1998). Bourdieu and education: Acts of practical theory. London: Falmer Press.
Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the radical constructivist paradigm? Journal for Research in Mathematics Education, 27(2), 133–150.
Moschkovich, J. (1999). Supporting the participation of English language learners in mathematical discourse. For the Learning of Mathematics, 19(1), 11–19.
Nieto, S. (1996). Affirming diversity. The sociopolitical context of multicultural education. White Plains, New York: Longman.
Pimm, D. (1995). Symbols and meanings in school mathematics. London: Routledge.
Presmeg, N.C. (1988). School mathematics in culture-conflict situations. Educational Studies in Mathematics, 79(2), 163–177. Special edition.
Presmeg, N.C. (1996). Ethnomathematics and academic mathematics: the didactic interface. Paper presented in Working Group 21, The Teaching of Mathematics in Different Cultures, Subgroup 2, Preparing Teachers to Teach Diversity. Eighth International Congress on Mathematical Education, Seville, Spain, July 14–21, 1996.
Presmeg, N.C. (1998). Ethnomathematics in teacher education. Journal of Mathematics Teacher Education, 1(3), 317–339.
Reay, D. (1998). Cultural reproduction: Mothers’ involvement in their children’s primary schooling. In M. Grenfell & D. James (Eds.), Bourdieu and education: Acts of practical theory. London: Falmer Press.
Saxe, G.B. (1991). Culture and cognitive development. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Spindler, G.D. (1974). Education and cultural process. New York: Holt, Rinehart, and Wilson.
Valdés, G. (1998). The world outside and inside schools: Language and immigrant children. Educational Researcher, 27(6), 4–18.
Walkerdine, V. (1982). From context to text: A psychosemiotic approach to abstract thought. In M. Beveridge, (Ed.), Children thinking through language, pp. 129–155. London: Edward Arnold.
Walkerdine, V. (1988). The mastery of reason: Cognitive development and the production of rationality. London: Routledge.
Walkerdine, V. (1990). Difference, cognition, and mathematics education. For the Learning of Mathematics, 10(3), 51–56.
Walkerdine, V. (1997). Redefining the subject in situated cognition theory. In D. Kirshner & J.A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Kluwer Academic Publishers
About this chapter
Cite this chapter
Presmeg, N. (2002). Shifts in Meaning During Transitions. In: de Abreu, G., Presmeg, N.C. (eds) Transitions Between Contexts of Mathematical Practices. Mathematics Education Library, vol 27. Springer, Dordrecht. https://doi.org/10.1007/0-306-47674-6_11
Download citation
DOI: https://doi.org/10.1007/0-306-47674-6_11
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-7185-4
Online ISBN: 978-0-306-47674-7
eBook Packages: Springer Book Archive