Conceptualizing Mathematics as Discourse in Different Educational Settings
Keyword(s):
<p class="apa">In this work, we focus on a relatively new theory in mathematics education research, which views thinking as communication and characterizes mathematics as a form of discourse. We discuss how this framework can be utilized in different educational settings by giving examples from our own research to highlight the insights it provides in the context of mathematics education.<strong> </strong>We conclude with the affordances and constraints of the theory for mathematics education research and practice.</p>
2008 ◽
Vol 39
(4)
◽
pp. 350-356
2017 ◽
Vol 48
(5)
◽
pp. 466
◽
1997 ◽
Vol 16
(2)
◽
pp. 145-165
◽
2020 ◽
Vol 10
(3)
◽
pp. 343-363
1994 ◽
Vol 25
(6)
◽
pp. 676
◽
2012 ◽
Vol 43
(3)
◽
pp. 238-252
◽