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Peer reviewed Peer reviewed
ERIC Number: EJ643819
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
There Is More to Discourse Than Meets the Ears: Looking at Thinking as Communicating To Learn More about Mathematical Learning.
Sfard, Anna
Educational Studies in Mathematics, v46 n1-3 p13-57 2001
Proposes to base research on a metaphor of thinking-as-communicating. Mathematical discourse is made special by two main factors: (a) exceptional reliance on symbolic artifacts as communication-mediating tools; and (b) particular meta-rules that regulate this type of communication. There is a better chance of accounting for some of the phenomena by eliciting these special elements of mathematical communication. (MM)
Descriptors: Cognitive Processes, Communication (Thought Transfer), Discourse Modes, Elementary Secondary Education, Mathematics Education, Metacognition
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: PME Special issue. Bridging the Individual and the Social: Discursive Approaches to Research in Mathematics Education.