References
- Abtahi, Y. (2014). Who/what is the more knowledgeable other? For the Learning of Mathematics, 34(3), 14–15.
- Abtahi, Y. (2016). Tool-mediated Zone of Proximal Development. Chroniques — Foundations and epistemology of mathematical activity. On-line: www.chroniques.uqam.ca
- Ball, D. L. (1993). Halves, pieces, and twoths: Constructing and using representational contexts in teaching fractions. In T.P. Carpenter, E. Fennema, & T.A. Romberg (Eds.), Rational numbers: An integration of research (pp. 157–195). Hillsdale, NJ: Erlbaum.
- Bartolini Bussi, M. B., & Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom: Artefacts and signs after a vygotskian perspective. In Handbook of international research in mathematics education (2nd ed., pp. 746–783). New York, NY: Routledge.
- Clements, D. H., & McMillen, S. (1996). Rethinking “concrete” manipulatives. Teaching Pupils Mathematics, 2(5), 270–279.
- del Río, P., & Alvarez, A. (1995). Tossing, praying, and reasoning: The changing architectures of mind and agency. In J.V. Wertsch, P. del Río, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 215–247). New York, NY: Cambridge University Press.
- Engeström, Y. (2009). The future of activity theory: A rough draft. In A. Sannino, H. Daniels, & K.D. Gutiérrez (Eds.), Learning and expanding with activity theory (pp. 303–328). New York, NY: Cambridge University Press.
- Gibson, J. J. (1977). The theory of affordances. In R. Shaw, & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67–82). Hillsdale, NJ: Erlbaum.
- Goos, M. (2014). Creating opportunities to learn in mathematics education: A sociocultural perspective. Mathematics Education Research Journal, 26(3), 439–457. doi: 10.1007/s13394-013-0102-7
- Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49(2), 193–223. doi: 10.1023/A:1016209010120
- Graven, M., & Lerman, S. (2014). Counting in threes: Lila’s amazing discovery? For the Learning of Mathematics, 34(1), 29–31.
- Lerman, S. (2014). Learning and knowing mathematics. In A.T. Rowland, & P. Andrews (Eds.), Master class in mathematics education: International perspectives on teaching and learning (pp. 15–26). London: Continuum Publishers.
- Lerman, S., & Meira, L. (2001). The zone of proximal development as a symbolic space. London: London South Bank University.
- McNeil, N. M., & Uttal, D. H. (2009). Rethinking the use of concrete materials in learning: Perspectives from development and education. Child Development Perspectives, 3(3), 137–139. doi: 10.1111/j.1750-8606.2009.00093.x
- Monaghan, J., & Trouche, L. (2016). Tools and mathematics: Instruments for learning. New York: Springer.
- Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching Pupils Mathematics, 8(6), 372–377.
- Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. Cambridge, MA: Perseus Publishing.
- Pimm, D. (2002). Symbols and meanings in school mathematics. London: Routledge.
- Pirie, S., & Kieren, T. (1989). A recursive theory of mathematical understanding. For the Learning of Mathematics, 9(3), 7–11.
- Radford, L. (2013). Three key concepts of the theory of objectification: Knowledge, knowing, and learning. Journal of Research in Mathematics Education, 2(1), 7–44.
- Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
- Roth, W. M., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture, and Activity, 17(4), 292–307. doi: 10.1080/10749031003775038
- Tudge, J. (1992). Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 155–172). Cambridge: Cambridge University Press.
- Van Oers, B. (1996). Learning mathematics as a meaningful activity. In L.P. Steffe, P. Nesher, P. Cobb, B. Sriraman, & B. Greer (Eds.), Theories of mathematical learning (pp. 91–113). Mahwah, NJ: L. Erlbaum Associates.
- Vygotsky, L. L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Wertsch, J. V. (1984). The zone of proximal development: Some conceptual issues. New Directions for Child and Adolescent Development, 1984(23), 7–18. doi: 10.1002/cd.23219842303
- Wertsch, J. V. (1993). Voices of the mind. Cambridge, MA: Harvard University Press.
- Wertsch, J. V. (1994). The primacy of mediated action in sociocultural studies. Mind, Culture, and Activity, 1(4), 202–208.
- Wertsch, J. V., & Rupert, L. J. (1993). The authority of cultural tools in a sociocultural approach to mediated agency. Cognition and Instruction, 11(3-4), 227–239. doi: 10.1080/07370008.1993.9649022