Bakhtin, M. M. (1981). The dialogic imagination: Four essays (Vol. 1). Austin, TX: University of Texas Press.
Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM, 47(7), 1047-1065. doi:10.1007/s11858-015-0738-8
Bernstein, B. (1971). CLASS, CODES AND CONTROL. doi:10.4324/9780203014035
[+]
Bakhtin, M. M. (1981). The dialogic imagination: Four essays (Vol. 1). Austin, TX: University of Texas Press.
Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM, 47(7), 1047-1065. doi:10.1007/s11858-015-0738-8
Bernstein, B. (1971). CLASS, CODES AND CONTROL. doi:10.4324/9780203014035
Bernstein, B. (1974). Class, codes and control. Volume 2. Applied Studies towards a Sociology of Language. London and New York: Routledge.
Bernstein, B. (1975). CLASS, CODES AND CONTROL. doi:10.4324/9780203011430
Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179-191. doi:10.1007/bf00751231
Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3(1), 21-29. doi:10.1111/j.2044-835x.1985.tb00951.x
Civil, M., & Bernier, E. (2006). Exploring Images of Parental Participation in Mathematics Education: Challenges and Possibilities. Mathematical Thinking and Learning, 8(3), 309-330. doi:10.1207/s15327833mtl0803_6
Civil, M., Díez-Palomar, J., Menéndez, J. M., & Acosta-Iriqui, J. (2008). Parents' Interactions with Their Children When Doing Mathematics. Adults Learning Mathematics, 3(2a), 41-58.
Civil, M., Planas, N., & Quintos, B. (2012). Immigrant Parents’ Perspectives on Their Children’s Mathematics Education. Advances in Mathematics Education, 267-282. doi:10.1007/978-3-642-27702-3_24
Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175-190. doi:10.1080/00461520.1996.9653265
D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48.
Dehaene, S. (1999). Sources of Mathematical Thinking: Behavioral and Brain-Imaging Evidence. Science, 284(5416), 970-974. doi:10.1126/science.284.5416.970
Díez-Palomar, J., & Olivé, J. C. (2015). Using dialogic talk to teach mathematics: the case of interactive groups. ZDM, 47(7), 1299-1312. doi:10.1007/s11858-015-0728-x
Drews, D. (2011). Errors and misconceptions: the teachers' role. In Hansen, A., Drews, D., Dudgeon, J., Lawton, F., & Surtees, L. (eds.), Children's Errors in Mathematics. Learning Matters (pp. 11-19). Exeter: Learning Matters Ltd.
Elboj, C., & Niemela, R. (2010). Sub-communities of mutual learners in the classroom: The case of interactive groups. Journal of Psychodidactics, 15(2), 177-189.
English, L. D. (2015). STEM: challenges and opportunities for mathematics education. In Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 4-18). PME.
Epstein, D. (1998). Real boys don't work: 'Underachievement', masculinity and the harassment of 'sissies.' In Epstein, D., Elwood, J., Hey, V., & Maw, J. (eds.), Failing Boys? Issues in Gender and Achievement (pp. 96-107). Buckingham: Open University Press.
Fan, X., & Chen, M. (2001). Educational Psychology Review, 13(1), 1-22. doi:10.1023/a:1009048817385
Flecha, R. (2000). Sharing words: Theory and practice of dialogic learning. Rowman & Littlefield.
Flecha, R. (2015). Successful Educational Actions for Inclusion and Social Cohesion in Europe. SpringerBriefs in Education. doi:10.1007/978-3-319-11176-6
Foster, V., Kimmel, M., & Skelton, C. (2001). 'What about boys?' An overview of the debates. In W. Martino and B. Meyenn (eds.), What about the Boys? Issues of Masculinity in Schools (pp. 1-23). Buckingham: Open University Press.
García-Carrión, R., & Díez-Palomar, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. European Educational Research Journal, 14(2), 151-166. doi:10.1177/1474904115571793
Habermas, J. (1984). The theory of communicative action, volume I. Boston: Beacon.
Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education, 21(1), 33. doi:10.2307/749455
Hoover‐Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why Do Parents Become Involved? Research Findings and Implications. The Elementary School Journal, 106(2), 105-130. doi:10.1086/499194
Hutchins, E. (s. f.). The social organization of distributed cognition. Perspectives on socially shared cognition., 283-307. doi:10.1037/10096-012
Jeynes, W. H. (2003). A Meta-Analysis. Education and Urban Society, 35(2), 202-218. doi:10.1177/0013124502239392
Klein, D. (2003). A brief history of American K-12 mathematics education in the 20th century. Mathematical cognition, 175-259.
Lampert, M. (1990). When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching. American Educational Research Journal, 27(1), 29-63. doi:10.3102/00028312027001029
Lerman, S. (2000). The social turn in mathematics education research. Multiple perspectives on mathematics teaching and learning. En Jo Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning (pp. 19-44). Greenwood Publishing Group.
Lobato, J., Clarke, D., & Ellis, A. B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for research in mathematics education, 36(2), 101-136.
Ma, X. (1999). A Meta-Analysis of the Relationship between Anxiety toward Mathematics and Achievement in Mathematics. Journal for Research in Mathematics Education, 30(5), 520. doi:10.2307/749772
Mercer, N. (1996). The quality of talk in children’s collaborative activity in the classroom. Learning and Instruction, 6(4), 359-377. doi:10.1016/s0959-4752(96)00021-7
Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s Talk and the Development of Reasoning in the Classroom. British Educational Research Journal, 25(1), 95-111. doi:10.1080/0141192990250107
Pino-Fan, L., Godino, J. D., Font, V., & Castro, W. F. (2013). Prospective teacher's specialized content knowledge on derivative. En Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (pp. 3195-3205).
Polya, G. (1945). How to solve it: A new aspect of mathematical model. Princeton: Princeton University Press.
Ryan, A. M. (2001). The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement. Child Development, 72(4), 1135-1150. doi:10.1111/1467-8624.00338
Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42(6), 1116-1127. doi:10.1037/0012-1649.42.6.1116
Snow, C. E. (2010). Academic Language and the Challenge of Reading for Learning About Science. Science, 328(5977), 450-452. doi:10.1126/science.1182597
Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151-169. doi:10.1007/bf00305619
Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17-33. doi:10.1080/0305764x.2012.749213
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary Educational Psychology, 38(1), 1-10. doi:10.1016/j.cedpsych.2012.09.001
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard, MA: Harvard University Press.
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21-39. doi:10.1016/0883-0355(89)90014-1
Wentzel, K. R., & Caldwell, K. (1997). Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School. Child Development, 68(6), 1198. doi:10.2307/1132301
Wood, D., Bruner, J. S., & Ross, G. (1976). THE ROLE OF TUTORING IN PROBLEM SOLVING. Journal of Child Psychology and Psychiatry, 17(2), 89-100. doi:10.1111/j.1469-7610.1976.tb00381.x
[-]
