Research on mathematics learning has acknowledged in important ways the situatedness of
mathematics learning in practices of different kinds (see, eg, Atweh, Forgasz, & Nebres …

Grounded and embodied theories of cognition suggest that both language and the body
play crucial roles in grounding higher-order thought. This paper investigates how particular …

Geometry diagrams use the visual features of specific drawn objects to convey meaning
about generic mathematical entities. We examine the semiotic structure of these visual …

Prior research showed that many secondary students fail to construct arguments that meet
the standard of proof in mathematics. However, this research tended to use survey methods …

This article addresses how to distinguish mathematical arguments created during whole
class discussions in grades 3–5 in Sweden, while taking a broad range of communicational …

Increasingly, mathematics education researchers and mathematics teacher educators have
been using representations of practice, including digital storyboards, in their work. This …

Recent educational policy documents have encouraged engaging students in mathematical
argumentation via discussion and writing. Most recently in the US, the Common Core State …

One thing (among many) that reading this book has led me to realise is that scripting
preceded transcripting in mathematics and mathematics education–by at least a couple of …

Launching a problem is critical in a problem-based lesson. We investigated teachers'
perspectives on the use of a problem that was analogous to the one provided during a …

The nature of mathematical argumentative writing (MAW) is relatively understudied,
particularly in the context of early childhood. While much of the literature on MAW, and …