Understanding Joint Exploration: the Epistemic Positioning Underlying Collaborative Activity in a Secondary Mathematics Classroom-Reference-Cited by-同舟云学术

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Understanding Joint Exploration: the Epistemic Positioning Underlying Collaborative Activity in a Secondary Mathematics Classroom

Published:2023-09 Issue:3 Volume:23 Page:479-496
ISSN:1492-6156
Container-title:Canadian Journal of Science, Mathematics and Technology Education
language:en
Short-container-title:Can. J. Sci. Math. Techn. Educ.

Author:

Parr Erika David^ORCID,Dyer Elizabeth B.^ORCID,Machaka Nessrine^ORCID,Krist Christina^ORCID

Funder

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s42330-023-00295-w.pdf

Reference62 articles.

1. Abdu, R., & Schwarz, B. (2020). Split up, but stay together: Collaboration and cooperation in mathematical problem solving. Instructional Science, 48, 313–336. https://doi.org/10.1007/s11251-020-09512-7

2. Adams-Wiggins, K. R., Myers, M. N., & Dancis, J. S. (2020). Negotiating status hierarchies in middle school inquiry science: implications for marginal non‐participation. Instructional Science, 48, 427-451. https://doi.org/10.1007/s11251-020-09514-5

3. Amit, M., & Fried M. N. (2005). Authority and authority relations in mathematics education: A view from an 8th grade classroom. Educational Studies in Mathematics, 58, 145-168. https://doi.org/10.1007/s10649-005-3618-2

4. Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45, 797-810. https://doi.org/10.1007/s11858-013-0506-6

5. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. https://doi.org/10.1207/S15327809JLS1203_1

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