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International Journal of Educational Research

2012 Volume 51, Number 1

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Table of Contents

Number of articles: 9

  1. Growing mathematical objects in the classroom – The case of function

    Talli Nachlieli & Michal Tabach

    This article is devoted to some of the educational quandaries stemming from the fact that mathematics is a discourse that creates its own objects. More specifically, we ask how the participants of ... More

    pp. 10-27

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  2. The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environment

    Nathalie Sinclair & Joan Moss

    The overall aim of our research project is to explore the impact of dynamic geometry environments (DGEs) on children's geometrical thinking. The point of departure for the study presented in this... More

    pp. 28-44

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  3. Spontaneous meta-arithmetic as a first step toward school algebra

    Shai Caspi & Anna Sfard

    Taking as the point of departure the vision of school algebra as a formalized meta-discourse of arithmetic, we have been following five pairs of 7th grade students as they progress in algebraic... More

    pp. 45-65

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  4. Investigating the mathematical equivalence of written and enacted middle school Standards-based curricula: Focus on rational numbers

    Jill A. Newton

    Although the question of whether written curricula are implemented according to the intentions of curriculum developers has already spurred much research, current methods for documenting curricular... More

    pp. 66-85

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  5. How does language impact the learning of mathematics? Comparison of English and Korean speaking university students’ discourses on infinity

    Dong-Joong Kim, Joan Ferrini-Mundy & Anna Sfard

    This study investigates the impact of language on students’ learning of mathematics. A comparison has been made between English and Korean speaking university students’ discourses on infinity. In... More

    pp. 86-108

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  6. Student talk and opportunities for mathematical learning in small group interactions

    Marcy B. Wood & Crystal A. Kalinec

    Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of... More

    pp. 109-127

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  7. Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying

    Einat Heyd-Metzuyanim & Anna Sfard

    The view of learning as a particular type of the activity of communicating with others and with oneself has already been shown to unify the once separate lines of study devoted to cognitive and to ... More

    pp. 128-145

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  8. Commentary: Characterizing meta-level mathematical discourse and accounting theoretically for its development – The instructional and the spontaneous

    Carolyn Kieran

    pp. 146-150

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  9. Commentary: Expanding and clarifying the commognitive framework

    Ellice Ann Forman

    pp. 151-154

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