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Learning Discourse

Overview of attention for book
Cover of 'Learning Discourse'

Table of Contents

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    Book Overview
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    Chapter 1 There is More to Discourse than Meets the Ears: Looking at Thinking as Communicating to Learn More About Mathematical Learning
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    Chapter 2 Educational Forms of Initiation in Mathematical Culture
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    Chapter 3 Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics
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    Chapter 4 The Multiple Voices of a Mathematics Classroom Community
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    Chapter 5 “Can any Fraction be Turned into a Decimal?” A Case Study of a Mathematical Group Discussion
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    Chapter 6 The Mathematical Discourse of 13-Year-Old Partnered Problem Solving and Its Relation to the Mathematics That Emerges
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    Chapter 7 Making Mathematical Meaning Through Dialogue: “Once You Think of It, the Z Minus Three Seems Pretty Weird”
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    Chapter 8 From Describing to Designing Mathematical Activity: The Next Step in Developing a Social Approach to Research in Mathematics Education?
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    Chapter 9 Research on Discourse in the Mathematics Classroom: A Commentary
Attention for Chapter 7: Making Mathematical Meaning Through Dialogue: “Once You Think of It, the Z Minus Three Seems Pretty Weird”
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Citations

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Readers on

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57 Mendeley
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1 CiteULike
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Chapter title
Making Mathematical Meaning Through Dialogue: “Once You Think of It, the Z Minus Three Seems Pretty Weird”
Chapter number 7
Book title
Learning Discourse
Published by
Springer Netherlands, January 2002
DOI 10.1007/0-306-48085-9_7
Book ISBNs
978-1-4020-1024-8, 978-0-306-48085-0
Authors

Vicki Zack, Barbara Graves

Editors

Carolyn Kieran, Ellice Forman, Anna Sfard

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 57 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 57 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 2 4%
Unknown 55 96%
Readers by discipline Count As %
Social Sciences 1 2%
Chemistry 1 2%
Unknown 55 96%

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