Guest EditorialLearning discourse:Sociocultural approaches to research inmathematics education Carolyn KieranEllice FormanAnna Sfard OriginalPaper Pages: 1 - 12
There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning Anna Sfard OriginalPaper Pages: 13 - 57
Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics Stephen Lerman OriginalPaper Pages: 87 - 113
The multiple voices of a mathematics classroom community Ellice FormanEllen Ansell OriginalPaper Pages: 115 - 142
“Can any fraction be turned into a decimal?” A case study of a mathematical group discussion M.C. O'Connor OriginalPaper Pages: 143 - 185
The mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerges Carolyn Kieran OriginalPaper Pages: 187 - 228
Making mathematical meaning through dialogue: ``Once you think of it, the Z minus three seems pretty weird'' Vicki ZackBarbara Graves OriginalPaper Pages: 229 - 271
From describing to designing mathematical activity: the next step in developing a social approach to research in mathematics education? Celia Hoyles OriginalPaper Pages: 273 - 286
Research on Discourse in the Mathematics Classroom: A Commentary Falk Seeger OriginalPaper Pages: 287 - 297
