Citations (36)
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Alayne Armstrong & Susan Gerofsky. (2023) A spectrum of possibilities: levels of improvisational behaviour in middle school mathematics. Research in Mathematics Education 25:1, pages 62-84.
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Susan Staats. (2017) The poetics of argumentation: the relevance of conversational repetition for two theories of emergent mathematical reasoning. Research in Mathematics Education 19:3, pages 276-292.
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Kathleen Clark, Alex James & Clemency Montelle. (2014) “We definitely wouldn't be able to solve it all by ourselves, but together…”: group synergy in tertiary students' problem-solving practices. Research in Mathematics Education 16:3, pages 306-323.
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Jo Towers & LyndonC. Martin. (2014) Building Mathematical Understanding Through Collective Property Noticing. Canadian Journal of Science, Mathematics and Technology Education 14:1, pages 58-75.
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LyndonC. Martin & Jo Towers. (2009) Improvisational coactions and the growth of collective mathematical understanding. Research in Mathematics Education 11:1, pages 1-19.
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GwendolynM. Lloyd. (2008) Teaching Mathematics with a New Curriculum: Changes to Classroom Organization and Interactions. Mathematical Thinking and Learning 10:2, pages 163-195.
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Jo Towers & Elaine Simmt. (2007) The teacher's responsibility in whole‐class debriefing of mathematical activity. Canadian Journal of Science, Mathematics and Technology Education 7:2-3, pages 231-255.
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Articles from other publishers (29)
Tommy Dreyfus, Naneh Apkarian, Chris Rasmussen & Michal Tabach. (2023) Collective and Individual Mathematical Progress: Layering Explanations in the Case of the Sierpiński Triangle. International Journal of Research in Undergraduate Mathematics Education.
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Carolyn A. Maher, James A. Maher, Marjory F. Palius & Louise C. Wilkinson. (2023) Teachers attending to student reasoning: Do beliefs matter?. The Journal of Mathematical Behavior 69, pages 101050.
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Samuel J. Tanner & Andrea McCloskey. (2022) Improv Theater and Whiteness in Education: A Systematic Literature Review. Review of Educational Research 93:1, pages 3-36.
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Ayman Aljarrah & Jo Towers. (2023) The Emergence of Collective Mathematical Creativity Through Students’ Productive Struggle. Canadian Journal of Science, Mathematics and Technology Education 22:4, pages 856-872.
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Esther S. Levenson & Osnat Molad. (2022) Analyzing collective mathematical creativity among post high-school students working in small groups. ZDM – Mathematics Education 54:1, pages 193-209.
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Esther S. Levenson. 2022. Mathematical Creativity. Mathematical Creativity
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Ayman Aljarrah. (2020) Describing collective creative acts in a mathematical problem-solving environment. The Journal of Mathematical Behavior 60, pages 100819.
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Abdel Seidouvy & Maike Schindler. (2019) An inferentialist account of students’ collaboration in mathematics education. Mathematics Education Research Journal 32:3, pages 411-431.
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Osnat Molad, Esther S. Levenson & Sigal Levy. (2020) Individual and group mathematical creativity among post–high school students. Educational Studies in Mathematics 104:2, pages 201-220.
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Loretta M. Grisi-Dicker, Muteb M. Alqahtani & Arthur B. Powell. (2017) Changes of Teachers’ discursive practices learning dynamic mathematics in a collaborative, online environment. Revista de Educação Matemática 14:17, pages 147-159.
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Kyeong Hah Roh & Yong Hah Lee. (2016) Designing Tasks of Introductory Real Analysis to Bridge a Gap Between Students’ Intuition and Mathematical Rigor: the Case of the Convergence of a Sequence. International Journal of Research in Undergraduate Mathematics Education 3:1, pages 34-68.
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Simon Kai-Ming To. 2017. E-Portfolios in Higher Education. E-Portfolios in Higher Education
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Jo Towers & Lyndon C. Martin. (2014) Enactivism and the study of collectivity. ZDM 47:2, pages 247-256.
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Lyndon C. Martin & Jo Towers. (2014) Growing mathematical understanding through Collective Image Making, Collective Image Having, and Collective Property Noticing. Educational Studies in Mathematics 88:1, pages 3-18.
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Vince Wright. (2014) Frequencies as proportions: Using a teaching model based on Pirie and Kieren’s model of mathematical understanding. Mathematics Education Research Journal 26:1, pages 101-128.
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Jo Towers, Lyndon C. Martin & Brenda Heater. (2013) Teaching and learning mathematics in the collective. The Journal of Mathematical Behavior 32:3, pages 424-433.
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Marcelo A. Bairral & Arthur B. Powell. (2013) Interlocuções e saberes docentes em interações on-line: um estudo de caso com professores de matemática. Pro-Posições 24:1, pages 61-77.
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Pedro Lucio Barboza, Rômulo Marinho do Rego & Jonei Cerqueira Barbosa. (2013) Discursos do professor de matemática e suas implicações na compreensão dos alunos. Bolema: Boletim de Educação Matemática 27:45, pages 55-74.
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Andreas Ryve, Per Nilsson & Kerstin Pettersson. (2012) Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms. Educational Studies in Mathematics 82:3, pages 497-514.
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John M. Francisco. (2012) Learning in collaborative settings: students building on each other’s ideas to promote their mathematical understanding. Educational Studies in Mathematics 82:3, pages 417-438.
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Mary Mueller, Dina Yankelewitz & Carolyn Maher. (2011) A framework for analyzing the collaborative construction of arguments and its interplay with agency. Educational Studies in Mathematics 80:3, pages 369-387.
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Cristina Frade, Nadja Acioly-Régnier & Li Jun. 2013. Third International Handbook of Mathematics Education. Third International Handbook of Mathematics Education
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ESTHER LEVENSON. (2011) Exploring Collective Mathematical Creativity in Elementary School. The Journal of Creative Behavior 45:3, pages 215-234.
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Lyndon C. Martin & Jo Towers. 2012. Structure and Improvisation in Creative Teaching. Structure and Improvisation in Creative Teaching
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Per Nilsson & Andreas Ryve. (2010) Focal event, contextualization, and effective communication in the mathematics classroom. Educational Studies in Mathematics 74:3, pages 241-258.
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Susan Staats & Chris Batteen. (2010) Linguistic indexicality in algebra discussions. The Journal of Mathematical Behavior 29:1, pages 41-56.
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Mary Mueller & Carolyn Maher. (2009) Learning to reason in an informal math after-school program. Mathematics Education Research Journal 21:3, pages 7-35.
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Mary F. Mueller. (2009) The co-construction of arguments by middle-school students. The Journal of Mathematical Behavior 28:2-3, pages 138-149.
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Lyndon C. Martin. (2008) Folding back and the dynamical growth of mathematical understanding: Elaborating the Pirie–Kieren Theory. The Journal of Mathematical Behavior 27:1, pages 64-85.
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