Difference between revisions of "Anna Sfard"
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== Publications == | == Publications == | ||
[[Anna Sfard|Sfard, A.]] (2003). [[Sfard (2003)|Balancing the unbalanceable: The NCTM Standards in light of theories of learning mathematics]]. In [[Jeremy Kilpatrick|J. Kilpatrick]], [[Gary Martin|W. G. Martin]], & [[Deborah Schifter|D. Schifter]] (Eds.), ''[[A research companion to Principals and Standards for School Mathematics]]'' (pp. 353–392). Reston, VA: NCTM. | |||
[[Anna Sfard|Sfard, A.]] (2000). [[Sfard (2000)|On reform movement and the limits of mathematical discourse]]. ''[[Mathematical Thinking and Learning]]'', 2(3), 157–189. | |||
[[Anna Sfard|Sfard, A.]] (1998). [[Sfard (1998) ER|On two metaphors for learning and the dangers of choosing just one.]] ''[[Educational Researcher]]'', 27(2), 4–13. | |||
[[Anna Sfard|Sfard, A.]] (1998). [[Sfard (1998) mathematics|The many faces of mathematics: Do mathematicians and researchers in mathematics education speak about the same thing?]] In [[Anna Sierpinska|A. Sierpinska]] & [[Jeremy Kilpatrick|J. Kilpatrick]] (Eds.), ''[[Mathematics Education as a Research Domain: A Search for Identity]]'' (Vol. 2, pp. 491–511). Dordrecht, The Netherlands: Kluwer. | |||
[[Anna Sfard|Sfard, A.]], & [[Liora Linchevski|Linchevski, L.]] (1994). [[Sfard & Linchevski (1994)|The gains and the pitfalls of reification? The case of algebra]]. ''[[Educational Studies in Mathematics]]'', 26(26), 191–228. doi:10.1007/BF01273663 | |||
[[Anna Sfard|Sfard, A.]] (1991). [[Sfard (1991)|On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin]]. ''[[Educational Studies in Mathematics]]'', 22, 1–36. | |||
[[Category:People|Sfard, Anna]] | [[Category:People|Sfard, Anna]] | ||
Latest revision as of 20:17, 31 October 2013
Publications
Sfard, A. (2003). Balancing the unbalanceable: The NCTM Standards in light of theories of learning mathematics. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to Principals and Standards for School Mathematics (pp. 353–392). Reston, VA: NCTM.
Sfard, A. (2000). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2(3), 157–189.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
Sfard, A. (1998). The many faces of mathematics: Do mathematicians and researchers in mathematics education speak about the same thing? In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics Education as a Research Domain: A Search for Identity (Vol. 2, pp. 491–511). Dordrecht, The Netherlands: Kluwer.
Sfard, A., & Linchevski, L. (1994). The gains and the pitfalls of reification? The case of algebra. Educational Studies in Mathematics, 26(26), 191–228. doi:10.1007/BF01273663
Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1–36.