International Journal of Educational Research
2012 Volume 51, Number 1
Table of Contents
Number of articles: 9
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Growing mathematical objects in the classroom – The case of function
Talli Nachlieli & Michal Tabach
This article is devoted to some of the educational quandaries stemming from the fact that mathematics is a discourse that creates its own objects. More specifically, we ask how the participants of ... More
pp. 10-27
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The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environment
Nathalie Sinclair & Joan Moss
The overall aim of our research project is to explore the impact of dynamic geometry environments (DGEs) on children's geometrical thinking. The point of departure for the study presented in this... More
pp. 28-44
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Spontaneous meta-arithmetic as a first step toward school algebra
Shai Caspi & Anna Sfard
Taking as the point of departure the vision of school algebra as a formalized meta-discourse of arithmetic, we have been following five pairs of 7th grade students as they progress in algebraic... More
pp. 45-65
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Investigating the mathematical equivalence of written and enacted middle school Standards-based curricula: Focus on rational numbers
Jill A. Newton
Although the question of whether written curricula are implemented according to the intentions of curriculum developers has already spurred much research, current methods for documenting curricular... More
pp. 66-85
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How does language impact the learning of mathematics? Comparison of English and Korean speaking university students’ discourses on infinity
Dong-Joong Kim, Joan Ferrini-Mundy & Anna Sfard
This study investigates the impact of language on students’ learning of mathematics. A comparison has been made between English and Korean speaking university students’ discourses on infinity. In... More
pp. 86-108
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Student talk and opportunities for mathematical learning in small group interactions
Marcy B. Wood & Crystal A. Kalinec
Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of... More
pp. 109-127
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Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying
Einat Heyd-Metzuyanim & Anna Sfard
The view of learning as a particular type of the activity of communicating with others and with oneself has already been shown to unify the once separate lines of study devoted to cognitive and to ... More
pp. 128-145
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Commentary: Characterizing meta-level mathematical discourse and accounting theoretically for its development – The instructional and the spontaneous
Carolyn Kieran
pp. 146-150
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Commentary: Expanding and clarifying the commognitive framework
Ellice Ann Forman
pp. 151-154