Skip to main content

Discoursing Mathematics Away

  • Chapter

Part of the book series: Mathematics Education Library ((MELI,volume 37))

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dortrecht: Kluwer.

    Google Scholar 

  • Arsac, G., Balacheff, N. & Mante, M. (1992). Teacher’s role and reproducibility of didactical situations. Educational Studies in Mathematics, 23(1), 5–30.

    Article  Google Scholar 

  • Balacheff, N. (1986). Cognitive versus situational analysis of problem solving behaviours. For the Learning of Mathematics, 6(3), 10–12.

    Google Scholar 

  • Bandura, A. (1980). L’apprentissage social. Bruxelles: Mardaga.

    Google Scholar 

  • Bell, E. T. (1956). Invariant twins, Cayley and Sylvester. In J. R. Newman (Ed.), The world of mathematics Volume 1 (pp. 341–365). New York: Simon and Schuster

    Google Scholar 

  • Bellemain, F. & Capponi, B. (1992). Spécificité de l’organisation d’une séquence d’enseignement lors de l’utilisation de l’ordinateur. Educational Studies in Mathematics, 23(1), 59–98.

    Article  Google Scholar 

  • Benveniste, E. (1966). Problèmes de linguistique générale, 1. Paris: Gallimard.

    Google Scholar 

  • Benveniste, E. (1974). Problèmes de linguistique générale, 2. Paris: Gallimard.

    Google Scholar 

  • Bessot, A. & Ridgway, J. (2000). Education for mathematics in the workplace. Dordrecht: Kluwer.

    Google Scholar 

  • Bingham, S. G. (Ed.) (1994). Conceptualizing sexual harassment as discursive practice. Westport (USA): Praegers.

    Google Scholar 

  • Blaye, A. (1989). Interactions sociales et constructions cognitives: présentation et critique de la thèse du conflict socio-cognitif’. In N. Bednarz & C. Gamier (Eds), Construction des savoirs, obstacles et conflicts (pp. 341–365). Ottawa (Canada): Les éditions Agence d’Arc.

    Google Scholar 

  • Boero, P., Pedemonte, B. & Robotti, E. (1997). Approaching theoretical knowledge through voices and echoes: A Vygotskian perspective. In E. Pehkonen (Ed.), Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 81–88). University of Helsinki — Lahti Research and Training Center.

    Google Scholar 

  • Boero, P., Pedemonte, B., Robotti, E. & Chiappini, G. (1998). The “Voices and Echoes Game” and the interiorization of crucial aspects of theoretical knowledge in a Vygotskian perspective: Ongoing research. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 120–127). Stellenbosch (South Africa): Stellenbosh University.

    Google Scholar 

  • Bourdieu, P. (1980). Le sens pratique. Paris: Editions de Minuit.

    Google Scholar 

  • Bourdieu, P. (1994). Raisons pratiques: Sur la théorie de l’action. Paris: Editions du Seuil.

    Google Scholar 

  • Bourdieu, P. (2001). Langage etpouvoir symbolique. Paris: Editions du Seuil. (Revised version of Ce que parler veut dire, 1982, éditions Fayard).

    Google Scholar 

  • Bruner, J. S. (1974). From communication to language: A psychological perspective. Cognition, 3(1), 255–287.

    Article  Google Scholar 

  • Chevallard, Y. (1999). L’analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches en Didactique des Mathématiques, 19(2), 221–266.

    Google Scholar 

  • Chilver, P. (1982). Learning and language in the classroom: Discursive talking and writing across the curriculum. Oxford: Pergamon Press.

    Google Scholar 

  • Clark, E. V. (1978). Awareness of language: Some evidence from what children say and do. In A. Sinclair, R. J. Jarvella & W. J. M. Levelt (Eds), The child’s conception of language (pp. 17–43). Berlin: Springer.

    Chapter  Google Scholar 

  • Cobb, P., Boufi, A., McClain, K. & Whitenack, J. L. (1997). Reflective discourse and collective reflection. Journal for Research in Mathematics Education, 28(3), 258–277.

    Article  Google Scholar 

  • Corballis, M. C. (1997). Mental rotation and the right hemisphere. Brain and Language, 57(1), 100–121.

    Article  Google Scholar 

  • Coulange, L. (2001). Enseigner les systèmes d’équations en troisième: Une étude économique et écologique. Recherches en Didactique des Mathématiques, 21(3), 305–354.

    Google Scholar 

  • Davydov, V. V. (1990). Types of generalization in instruction: Logical and psychological problems in the structuring of school curricula (J. Kilpatrick, Ed. & Joan Teller, Trans.). Reston (USA): National Council of Teachers of Mathematics.

    Google Scholar 

  • Davydov, V. V. (1997). Lev Vygotsky and educational psychology. In L. S. Vygotsky, Educational Psychology. Boca Raton (USA): Lucie Press. (Original publication 1991)

    Google Scholar 

  • Doise, W. & Mugny, G. (1981) Le développement social de l’intelligence. Paris: Interéditions.

    Google Scholar 

  • Dorier, J.-L., Robert, A., Robinet, J. & Rogalski, M. (2000). The obstacle of formalism in linear algebra. In J.-L. Dorier (Ed.), On the teaching of linear algebra (pp. 85–124). Dordrecht: Kluwer.

    Google Scholar 

  • Dryzek, J. S. (1990). Discursive democracy: Politics, policy, and political science. Cambridge (USA): Cambridge University Press.

    Google Scholar 

  • Duval, R. (1995). Sémiosis et la pensée humaine. Registres sémiotiques et apprentissages intellectuals. Berne: Peter Lang.

    Google Scholar 

  • Edwards, D. & Potter, J. (1992) Discursive psychology. Newbury Park (USA): Sage.

    Google Scholar 

  • Gillet, G. 81999). The mind and its discontents: An essay in discursive psychiatry. Oxford: Oxford University Press.

    Google Scholar 

  • Grize, J.-B. (1982). De la logique à l’argumentation. Paris: Droz.

    Book  Google Scholar 

  • Hadamard, J. (1945). An essay on the psychology of invention in the mathematical field. New York: Dover.

    Google Scholar 

  • Harré, R. & Gillet, G. (1995). The discursive mind. Thousand Oaks (USA): Sage.

    Google Scholar 

  • Hoyles, C. (2001). From describing to designing mathematical activity: The next step in developing a social approach to research in mathematics education? Educational Studies in Mathematics, 46, 273–286.

    Article  Google Scholar 

  • Jakobson, R. (1960). Linguistics and poetics. In T. Sebeok (Ed.), Style in language (pp. 350–377). Cambridge (USA): MIT Press.

    Google Scholar 

  • Janvier, C. (Ed.) (1986). Problems of representation in the teaching and learning of mathematics, Hillsdale (USA): Lawrence Erlbaum Associates.

    Google Scholar 

  • Kieran, C., Forman, E. & Sfard, A. (Eds) (2001). Bridging the individual and the social: Discursive approaches to research in mathematics education. Educational Studies in Mathematics, 46(1–3), 13–271.

    Google Scholar 

  • Laborde, C. (1982). Langue naturelle et ecriture symbolique: Deux codes en interaction dans l’enseignement mathématique. Grenoble (France), Université Scientifique et Médicale and Institut National Polytechnique de Grenoble, Ph.D. dissertation.

    Google Scholar 

  • Laborde, C. (1992). Guest Editorial. Educational Studies in Mathematics, 23(1), 1–4.

    Article  Google Scholar 

  • Laborde, C. (Ed.) (1992) Classroom dynamics. Educational Studies in Mathematics, 23(1).

    Google Scholar 

  • Lacan, J. (1966). Ecrits. Paris: Seuil.

    Google Scholar 

  • Lotman, J. M. (1999). Kultura i eksplozja. Warsaw: Panstwowy Instytut Wydawniczy. (Trans. from Russian, Kultura i vzriv, 1998, by Boguslaw Zylko).

    Google Scholar 

  • Lotman, Y. M. (1990). Universe of the mind: A semiotic theory of culture. Bloomington (USA): Indiana University Press.

    Google Scholar 

  • Mugny, G., Doise, W. & Perret-Clermont, A. N. (1975–1976). Conflit de centrations et progrès cognitifs. Bulletin de Psychologie, 29, 199–204.

    Google Scholar 

  • Parmentier, R. J. (1985). Semiotic mediation: Ancestral genealogy and final interpretant. In E. Mertz & R. J. Parmentier (Eds), Semiotic mediation: Sociocultural and psychological perspectives (pp. 359–385). Orlando (USA): Academic Press.

    Chapter  Google Scholar 

  • Perret-Clermont, A. N. (1979). La construction de l’intelligence dans l’interaction social. Berne: Peter Lang.

    Google Scholar 

  • Rossen, M., Klima, E. S., Bellugi, U., Bihrle, A. & Jones, W. (1996). Interaction between language and cognition: evidence from Williams syndrome. In J. H. Beichtman, N. J. Cohen, M. M. Konstantareas & R. Taennock (Eds.), Language, learning and behavior disorders. Developmental, biological and clinical perspectives (pp. 367–392). Cambridge: Cambridge University Press.

    Google Scholar 

  • Salin, M.-H. (2002). Les pratiques ostensives dans l’enseignement des mathématiques comme objet d’analyse du travail du professeur. In P. Venturini, C. Amade-Escot & A. Terrisse (Eds.), Etude des pratiques effective: L’approche des didactiques (pp. 71–82). Grenoble: La Pensée Sauvage.

    Google Scholar 

  • Sfard, A., Nesher, P., Streefland, L., Cobb, P. & Mason, J. (1998). Learning mathematics through conversation: Is it as good as they say? For the Learning of Mathematics, 18(1), 41–51.

    Google Scholar 

  • Sierpinska, A. (1996). Whither mathematics education? In C. Alsina, J. M. Alvarez, M. Niss, A. Pérez & A. Sfard (Eds). Proceedings of the 8th International Congress on Mathematics Education (pp. 21–46). Seville: S.A.E.M. Thales.

    Google Scholar 

  • Sierpinska, A. (1994). Understanding in mathematics. London: Falmer Press.

    Google Scholar 

  • Sierpinska, A. (2000). On some aspects of students’ thinking in linear algebra. In J.-L. Dorier (Ed.), On the teaching of linear algebra (pp. 209–245). Dordrecht: Kluwer.

    Google Scholar 

  • Sierpinska, A. (2002). Review of Adler, J. (2001), Teaching mathematics in multilingual classrooms. Zentralblatt für Didaktik der Mathematik, 34(3), 98–103.

    Google Scholar 

  • P 2Richard, P. R. & Sierpinska, A. (Forthcoming). Etude fonctionnelle-structurelle de deux extraits de manuels anciens de géométrie. In G. Lemoyne (Ed.), Revue des Sciences de l’Éducation, 30(1). (Numéro Special, Le language dans l’enseignement et l’apprentissage des mathématiques: complexité et diversité des cadres d’étude.)

    Google Scholar 

  • Thurston, W. (1994). Proof and progress in mathematics. Bulletin of the American Mathematical Society, 30(7), 161–177.

    Article  Google Scholar 

  • Venturini, P., Amade-Escot, C. & Terrisse, A. (Eds) (2002). Etude des pratiques effective: L’approche des didactiques. Grenoble: La Pensée Sauvage éditions.

    Google Scholar 

  • Wertsch, J. V. (1991). Voices of the mind, A sociocultural approach to mediated action. Cambridge (USA): Harvard University Press.

    Google Scholar 

Download references

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Springer Science+Business Media, Inc.

About this chapter

Cite this chapter

Sierpinska, A. (2005). Discoursing Mathematics Away. In: Kilpatrick, J., Hoyles, C., Skovsmose, O., Valero, P. (eds) Meaning in Mathematics Education. Mathematics Education Library, vol 37. Springer, New York, NY. https://doi.org/10.1007/0-387-24040-3_13

Download citation

Publish with us

Policies and ethics