The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Reflective Discourse and Collective Reflection
Abstract
The analysis in this paper focuses on the relationship between classroom discourse and mathematical development. We give particular attention to reflective discourse, in which mathematical activity is objectified and becomes an explicit topic of conversation. We differentiate between students' development of particular mathematical concepts and their development of a general orientation to mathematical activity. Specific issues addressed include both the teacher's role and the role of symbolization in supporting reflective shifts in the discourse. We subsequently contrast our analysis of reflective discourse with Vygotskian accounts of learning that also stress the importance of social interaction and semiotic mediation. We then relate the discussion to characterizations of classroom discourse derived from Lakatos' philosophical analysis.
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Citations
Cites
Sfard, A. (1991) · Educational Studies in Mathematics · doi:10.1007/bf00302715 · Cited by 1,852
Mathematics as an Educational Task
Freudenthal, H. (1972) · doi:10.1007/978-94-010-2903-2 · Cited by 1,336
Cited by
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008) · Mathematical Thinking and Learning · doi:10.1080/10986060802229675 · Cited by 1,222
Proposing a core set of instructional practices and tools for teachers of science
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012) · Science Education · doi:10.1002/sce.21027 · Cited by 593
Kramarski, B., & Mevarech, Z. R. (2003) · American Educational Research Journal · doi:10.3102/00028312040001281 · Cited by 450
Designing technology to support reflection
Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999) · Educational Technology Research and Development · doi:10.1007/bf02299633 · Cited by 342
Data in Practice: Conceptualizing the Data-Based Decision-Making Phenomena
Spillane, J. P. (2012) · American Journal of Education · doi:10.1086/663283 · Cited by 308
Metadata
- Authors
- Cobb, P., Boufi, A., McClain, K., & Whitenack, J.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1997-05
- Volume
- 28
- Issue
- 3
- Pages
- 258
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2091272278
- Cited by
- 414
- References
- 2
- FWCI
- 72.96
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
