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Thinking as Communicating
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  • Cited by 289
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    This (lowercase (translateProductType product.productType)) has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Shahbari, Juhaina Awawdeh 2018. Mathematics teachers’ conceptions about modelling activities and its reflection on their beliefs about mathematics. International Journal of Mathematical Education in Science and Technology, Vol. 49, Issue. 5, p. 721.

    Schütte, Marcus 2018. Language and Communication in Mathematics Education. p. 25.

    Ioannou, Marios 2018. Commognitive analysis of undergraduate mathematics students’ first encounter with the subgroup test. Mathematics Education Research Journal, Vol. 30, Issue. 2, p. 117.

    Kontorovich, Igor’ 2018. Scripting Approaches in Mathematics Education. p. 185.

    Roth, Wolff-Michael 2018. Elaborating the later Vygotsky’s radical initiative on the nature and function of language: implications for mathematics education. ZDM,

    Wright, Judson 2018. Augmented Reality Art. p. 239.

    Askew, Mike 2018. Multiplicative reasoning: teaching primary pupils in ways that focus on functional relations. The Curriculum Journal, p. 1.

    Schacht, Florian 2018. Between the Conceptual and the Signified: How Language Changes when Using Dynamic Geometry Software for Construction Tasks. Digital Experiences in Mathematics Education, Vol. 4, Issue. 1, p. 20.

    Nilsson, Per Schindler, Maike and Bakker, Arthur 2018. International Handbook of Research in Statistics Education. p. 359.

    Kieran, Carolyn 2018. Encyclopedia of Mathematics Education. p. 1.

    Soto-Andrade, Jorge 2018. Invited Lectures from the 13th International Congress on Mathematical Education. p. 619.

    Heyd-Metzuyanim, Einat Munter, Charles and Greeno, James 2018. Conflicting frames: a case of misalignment between professional development efforts and a teacher’s practice in a high school mathematics classroom. Educational Studies in Mathematics, Vol. 97, Issue. 1, p. 21.

    Thiel, Oliver and Perry, Bob 2018. Innovative approaches in early childhood mathematics. European Early Childhood Education Research Journal, Vol. 26, Issue. 4, p. 463.

    Jung, Judith 2018. Language and Communication in Mathematics Education. p. 139.

    Major, L. Warwick, P. Rasmussen, I. Ludvigsen, S. and Cook, V. 2018. Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies,

    Kontorovich, Igor’ 2018. Why Johnny struggles when familiar concepts are taken to a new mathematical domain: towards a polysemous approach. Educational Studies in Mathematics, Vol. 97, Issue. 1, p. 5.

    Venkat, Hamsa and Askew, Mike 2018. Mediating primary mathematics: theory, concepts, and a framework for studying practice. Educational Studies in Mathematics, Vol. 97, Issue. 1, p. 71.

    Erath, Kirstin 2018. Language and Communication in Mathematics Education. p. 119.

    Ní Ríordáin, Máire 2018. Exploiting the potential of bilingualism: Irish-medium primary mathematics teachers’ self-reported practices in relation to utilising language-as-resource. Irish Educational Studies, p. 1.

    Vogler, Anna-Marietha Prediger, Susanne Quasthoff, Uta and Heller, Vivien 2018. Students’ and teachers’ focus of attention in classroom interaction — subtle sources for the reproduction of social disparities. Mathematics Education Research Journal, Vol. 30, Issue. 3, p. 299.

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    Thinking as Communicating
    • Online ISBN: 9780511499944
    • Book DOI: https://doi.org/10.1017/CBO9780511499944
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Book description

This book is an attempt to change our thinking about thinking. Anna Sfard undertakes this task convinced that many long-standing, seemingly irresolvable quandaries regarding human development originate in ambiguities of the existing discourses on thinking. Standing on the shoulders of Vygotsky and Wittgenstein, the author defines thinking as a form of communication. The disappearance of the time-honoured thinking-communicating dichotomy is epitomised by Sfard's term, commognition, which combines communication with cognition. The commognitive tenet implies that verbal communication with its distinctive property of recursive self-reference may be the primary source of humans' unique ability to accumulate the complexity of their action from one generation to another. The explanatory power of the commognitive framework and the manner in which it contributes to our understanding of human development is illustrated through commognitive analysis of mathematical discourse accompanied by vignettes from mathematics classrooms.

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'Sfard has provided us with one of the most impressive, unified, homogenous theories of learning …'

Source: Computer-Supported Collaborative Learning

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