This book grew out of a five-year collaboration between groups of American and German
mathematics educators. The central issue addressed accounting for the messiness and …

In this chapter, teaching and learning mathematics are viewed as linked in the local
processes of classroom interaction. The special interest is in how mathematical meanings …

The underlying motive of the study discussed in this chapter is to understand how
intersubjectivity is established in mathematics classrooms, if the radical constructivist …

"[Note: This Abstract Applies to all articles within this issue."] The intention of this monograph
is to chronicle a field-based investigation of children's learning in one second-grade …

The role of classroom interactions in the construction of mathematical meaning has been
well documented, particularly by those working in the area of constructivism. This body of …

This book brings together scholars working in the field of mathematics education to examine
the ways in which learners form particular relationships with mathematics in the context of …

Researchers examining children's mathematics acquisition are now questioning the belief
that children learn mathematics principally through formalized, in-school mathematics …

Aspects of an ongoing research and development project in elementary school mathematics
that has as an overriding goal the development of a framework within which to coordinate …

The domain of mathematics learning and teaching is arguably the clearest example of the
subject matter orientation in research on learning and instruction. Particularly in the 1980s …

The contention that knowing and doing mathematics is an inherently social and cultural
activity has gained increasing acceptance in recent years. At least in the United States, this …