Answers are grounded in this paper and cite their sources.
Guest Editorial. Acknowledgements. There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning A. Sfard. Educational forms of initiation in mathematical culture B. van Oers. Cultural, discursive psychology: A socio-cultural approach to studying the teaching and learning of mathematics S. Lerman. The multiple voices of a mathematics classroom community E. Forman, E. Ansell. 'Can any fraction be turned into a decimal?' A case study of a mathematical group discussion M.C. O'Connor. The mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerges C. Kieran. Making mathematical meaning through dialogue: 'Once you think of it, the Z minus three seems pretty weird' V. Zack, B. Graves. Commentary Papers: From describing to designing mathematical activity: The next step in developing a social approach to research in mathematics education? C. Hoyles. Research on discourse in the mathematics classroom: A commentary F. Seeger. Instructions for Authors.
No takes yet. Share an insight, caveat, or question.
Kieran et al. (2002) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: