5,976
Views
9
CrossRef citations to date
0
Altmetric
Articles

Understanding mathematical development through Vygotsky

Pages 293-309 | Received 15 Nov 2016, Accepted 06 Mar 2017, Published online: 25 Oct 2017

References

  • Albert, L. R. (2000). Outside-in – Inside-out: Seventh-grade students’ mathematical thought process. Educational Studies in Mathematics, 41, 109–141. doi: 10.1023/A:1003860225392
  • Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33–52. doi: 10.1007/s10857-006-9005-9
  • Bartolini Bussi, M. G., & Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom: Artifacts and signs after a Vygotskian perspective. In L. English, M. Bartolini Bussi, G. Jones, R. Lesh, & D. Tirosh (Eds.), Handbook of international research in mathematics education (2nd ed., pp. 746–805). Mahwah, NJ: Lawrence Erlbaum.
  • Derrida, J. (1978). Structure, sign and play in the discourse of the human sciences. (A. Bass, Trans.). London: Routledge and Kegan Paul.
  • Forman, E. (1996). Forms of participation in classroom practice: Implications for learning mathematics. In P. Nesher, L. Steffe, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 115–130). Hillsdale, NJ: Erlbaum Associates.
  • Goos, M. (2004). Learning mathematics in a classroom community of inquiry. Journal for Research in Mathematics Education, 35(4), 258–291. doi: 10.2307/30034810
  • Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68. doi: 10.5951/jresematheduc.44.1.0037
  • Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic. American Educational Research Journal, 30(2), 393–425. doi: 10.3102/00028312030002393
  • Holzman, L., & Karliner, S. (2005). Developing a psychology that builds community and respects diversity. Paper presented at cultural diversity in psychology: Improving services in addressing public policy symposium at the American psychological association convention, Washington, DC.
  • Jablonka, E., Wagner, D., & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of mathematics education. In M. A. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education (pp. 41–68). Rotterdam: Springer.
  • Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19–44). Westport, CT: Ablex.
  • Lerman, S. (2001). Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46, 87–113. doi: 10.1023/A:1014031004832
  • Lobato, J., Clarke, D., & Ellis, A. B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101–136.
  • Mercer, N. (2000). Words and minds: How we use language to think. Abingdon: Routledge.
  • Mercer, N., & Fisher, E. (1998). How do teachers help children to learn. In D. Faulkner, K. Littleton, & M. Woodhead (Eds.), Learning relationships in the classroom (pp. 111–130). Abingdon: Routledge.
  • Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95–111. doi: 10.1080/0141192990250107
  • Morgan, C. (2014). Social theory in mathematics education: Guest editorial. Educational Studies in Mathematics, 87, 123–128. doi: 10.1007/s10649-014-9572-0
  • Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. (2004). Patterns of instructional discourse that promote the perception of mastery goals in a social constructivist mathematics course. Educational Studies in Mathematics, 56, 19–38. doi: 10.1023/B:EDUC.0000028401.51537.a5
  • Rogoff, B., Mistry, J., Goncu, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Chicago, IL: University of Chicago Press.
  • Roth, W.-M. (2012). Re/writing the subject: A contribution to post-structuralist theory in mathematics education. Educational Studies in Mathematics, 80, 451–473. doi: 10.1007/s10649-011-9375-5
  • Roth, W.-M., & Walshaw, M. (2015). Rethinking affect in education from a societal-historical perspective: The case of mathematics anxiety. Mind, Culture, and Activity: An International Journal, 22, 217–232. doi: 10.1080/10749039.2015.1016239
  • Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
  • Solomon, Y., & Black, L. (2008). Talking to learn and learning to talk in the mathematics classroom. In N. Mercer, & S. Hodgkinson (Eds.), Exploring talk in school (pp. 73–80). London: Sage.
  • Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Blackwell.
  • Vygotsky, L. S. (1931). History of the development of the higher mental functions. In The collected works of L.S. Vygotsky (Vol. 4, pp. 1–251). New York, NY: Plenum Press.
  • Vygotsky, L. S. (1978). Mind in society: The development of the higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Oxford: Blackwell.
  • Vygotsky, L. S. (1997/1926). The historical meaning of the crisis of psychology: A methodological investigation. In R. W. Reiber & J. Wollock (Eds.), The collected works of L. S. Vygotsky, vol. 3, Problems of the theory and history of Psychology. (R. van der Veer, Trans.). (pp. 233–343). New York, NY: Plenum Press.
  • Webel, C. (2013). High school students’ goals for working together in mathematics class: Mediating the practical rationality of studenting. Mathematical Thinking and Learning, 15, 24–57. doi: 10.1080/10986065.2013.738379
  • Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
  • Wertsch, J. V. (1985). Cultural, communication, and cognition: Vygotskian perspectives. New York, NY: Cambridge University Press.
  • Wertsch, J. V., & Rupert, L. (1993). The authority of cultural tools in a sociocultural approach to mediated agency. Cognition and Instruction, 11, 227–239. doi: 10.1080/07370008.1993.9649022
  • Whitenack, J. W., Knipping, N., & Kim, O.-K. (2001). The teacher’s and students’ important roles in sustaining and enabling classroom mathematical practices: A case for realistic mathematics education. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 415–422). Utrecht: PME.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.