In this rejoinder we take up some issues raised in the two responses. We go on to offer four questions for an agenda for educational research on subjectivity within the sociocultural and CHAT traditions.

This paper illustrates how classroom discourse demands a multi-layered analysis. The first analysis focuses on classroom discourse and provides a picture of pupil participation in teacher-pupil interactions: who is inducted into discourse and who is not. However, this local micro-analysis does not afford interpretation at the level of the…

For this study I explored an elementary classroom with particular focus on how discursive practices became cultural resources for learners in formulating identities as individuals and group members. Through a Vygotskian perspective on development and learning, I focused on how using developing resources became consequential for both the collective…

Mathematics education reform emphasises the need to move away from transmission models of teaching to discursive classroom practices in which students negotiate and justify solutions to problems. This shift has potential, but not inevitable, implications for students' mathematical identities with respect to their sense of ownership and…

In this article, we examine the ways in which identities within a classroom are not given, but are formulated in and through the developing discourses, practices and ways of structuring interactional spaces for collective and individual activity. Using an interactional ethnographic approach, we explore how potentials for developing local…

This study examines the social construction of participation during whole-class interaction in an elementary classroom community. In viewing participation processes in classroom interactions as socially and locally embedded and constructed practices, the study illuminates forms and patterns of interaction via which particular participation modes…

Received wisdom in Primary science classroom teaching advocates the use of open questions for elicitation. The socio-cultural perspective on discourse, however, leads one to question the usual classification of questioning by its grammatical formality and leads instead to an analysis of the discourse in the socio-cultural context which includes…

This paper explores the social positions that students construct and the patterns of participation that different individuals and groups achieve within a classroom community of practice. Using a form of collective argumentation to promote student involvement in the practices of a disciplinary community of mathematicians, the study employed a…

This paper shows how cultural models mediate children's "Discourse about reading" (in Gee's sense), which is considered as a boundary object between the community and school. An empirical case study of the stories of 7- and 8-year-old children, in conjunction with classroom ethnography show gendered positioning in a Discourse about reading, which…

This study examines how one student pair working face-to-face at a computer and engaged in a web-based discussion environment negotiated meanings for their activity and what contextual resources they used in this negotiation process. The aim was also to study how the students themselves interpreted the learning activity. The subjects were two…

Cultural-Historical Activity Theory (CHAT), which had been termed the best-held secret of education about 15 years ago, has had an exponential growth over the past three decades. Because it thematizes largely the structural aspects of activity systems, the theory only recently has been developed to include emotional, motivational, and…

Changing perspectives on mathematics teaching and learning resulted in a new generation of mathematics textbooks, stressing among others the importance of mathematical reasoning and problem-solving skills and their application to real-life situations. The article reports a study that investigates to what extent the reform-based ideas underlying…

This paper reports on a small-scale EU-funded study of the teaching of mathematics in the age range 10-14 in Flanders, England, Hungary, and Spain. Drawing on video recordings of sequences of lessons taught on standard topics, and exploiting a coding schedule developed from live observations in each country, the inferable learning objectives of,…

The perspective of situated learning offers a theoretical framework for understanding the dialectical relations between the social and the individual dimensions of classroom microculture. The purpose of this article is to show how sociomathematical norms constructed during whole-class discussions provide a reference for the elaboration of…

In this article, we address the choice of suitable instructional units that might serve as the basis for cross-cultural analyses of classroom practice. Our argument draws on analyses undertaken as part of the Learner's Perspective Study (LPS). The database comprised a three-camera video record of sequences of 10 consecutive lessons in each…