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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Angel, One of my favorite perspectives is Rogers Hall (Vanderbilt) Hall, R., & Rubin, A. (1998). ³. . .There's five little notches in here²: Dilemmas in teaching and learning the conventional structure of rate. In J. Greeno & S. Goldman (Eds.), Thinking practices in mathematics and science learning. (pp. 189-235). Mahwah, NJ, US: Lawrence Erlbaum Associates, Inc., Publishers. Stevens, R., & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107-149). New York: Cambridge University Press. I also have an article that may also be of interest: Enyedy, N. (2003). Knowledge construction and collective practice: At the intersection of learning, talk, and social configurations in a computer-mediated mathematics classroom. The Journal of the Learning Sciences, 12(3) 361-408.