%0 Book Section %1 Cobb95 %A Cobb, Paul %A Bauersfeld, Hienrich %B The Emergence of Mathermatical Meaning: Interactions in Classroom Cultures %C Hillside, NJ %D 1995 %E Cobb, Paul %E Bauersfeld, Hienrich %I Lawrence Erlbaum Associates %K sociolinguistic of practice symbolic piaget microculture communities individual participation vygotsky neo-piagetian social null ligitimate interactionism peripheral constructivism bibtex-import construction apprenticeship %T Introduction: The Coordination of Psychological and Sociological Perspectives in Mathematics Education

@incollection{Cobb95, added-at = {2006-04-06T17:30:01.000+0200}, address = {Hillside, NJ}, author = {Cobb, Paul and Bauersfeld, Hienrich}, biburl = {https://www.bibsonomy.org/bibtex/2cda4755cee344f888b5f5404a706d4cb/yish}, booktitle = {The Emergence of Mathermatical Meaning: Interactions in Classroom Cultures}, citeulike-article-id = {379536}, comment = {"von Glaserfeld's (1987) charecterization of students as active creators of their ways of mathematical knowing" Vygotskyians Carraher, Carraher and Schliemann (1985) Lave (1988) Saxe (1984) - apprenticeship Brown et al., 1989 Rogoff 1990 - legitimate peripheral participation Forman, 1993 Lave \& Wenger, 1991 "Lave and Wenger (1991) who took a reletively radical position by attempting to avoid any reference to individual psychological process" (p. 5) - negotion of meaning in the construction zone Newman et al., 1989 Sociolinguistic school Walkerline (1988) Solomon (1989) "Learning mathematics in school is, then, a process of initiation into a pregiven discursive practice and occurs when students act in accord with the normative rules that constitute that practice" (p. 6) Criticized for being adapt to school mathematics, were individeal constuction has no place. Neo-Piagetian Doise \& Mugny, 1979 Doise, Mugny \& Perret-Clermont, 1975 Perret-Clermont, 1980 Perret-Clermont , Perret \& Bell, 1989 "In an innovative series of studies, they documented the processes by which interpersonal conflicts between learners give rise to individual cognitive conflicts. As learners strive to resolve these conflicts, they reorgenize their activity and construct increasingly sophisticated systems of thought. (p. 7)}, editor = {Cobb, Paul and Bauersfeld, Hienrich}, interhash = {b40f34dd4b707e427e08ac9da1c72357}, intrahash = {cda4755cee344f888b5f5404a706d4cb}, keywords = {sociolinguistic of practice symbolic piaget microculture communities individual participation vygotsky neo-piagetian social null ligitimate interactionism peripheral constructivism bibtex-import construction apprenticeship}, priority = {2}, publisher = {Lawrence Erlbaum Associates}, timestamp = {2006-04-06T17:30:01.000+0200}, title = {Introduction: The Coordination of Psychological and Sociological Perspectives in Mathematics Education}, year = 1995 }