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European Research in Mathematics Education I - Fakultät für ...

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<strong>European</strong> <strong>Research</strong> <strong>in</strong> <strong>Mathematics</strong> <strong>Education</strong> I: Group 4 318<br />

4. References<br />

Bauersfeld, H. (1995): “Language games” <strong>in</strong> the mathematics classroom: Their function and their<br />

effects. In P. Cobb & H. Bauersfeld (eds.), The emergence of mathematical mean<strong>in</strong>g.<br />

Interaction <strong>in</strong> classroom cultures, pp. 271-292, Hillsdale, NJ: Lawrence Erlbaum.<br />

Brandt, B. (1997): Forms of participation <strong>in</strong> elementary mathematics. Classroom <strong>in</strong>teraction.<br />

CIEAEM 49, Setubal, Portugal. (<strong>in</strong> press)<br />

Brandt, B. & G. Krummheuer (1998): Zwischenbericht zum DFG-Projekt: Rekonstruktion von<br />

“Formaten kollektiven Argumentierens” im Mathematikunterricht der Grundschule.<br />

Fachbereich Erziehungswissenschaft, Psychologie und Sportwissenschaft, Institut <strong>für</strong><br />

Grundschul- und Integrationspädagogik. Berl<strong>in</strong>: Freie Universität Berl<strong>in</strong>.<br />

Bruner, J. (1983): Child´s talk. Learn<strong>in</strong>g to use language. Oxford: Oxford University Press.<br />

Cobb, P. & H. Bauersfeld (1995): Introduction: The coord<strong>in</strong>ation of psychological and sociological<br />

perspectives <strong>in</strong> mathematics education. In P. Cobb & H. Bauersfeld (eds.), The emergence of<br />

mathematical mean<strong>in</strong>g. Interaction <strong>in</strong> classroom cultures, pp 1-16. Hillsdale, NJ: Lawrence<br />

Erlbaum.<br />

Goffman, E. (1981): Foot<strong>in</strong>g. Forms of talk. ders. pp. 124-159, Philadelphia: University of<br />

Philadelphia Press.<br />

Krummheuer, G. (1992): Lernen mit “Format”. Elemente e<strong>in</strong>er <strong>in</strong>teraktionistischen Lerntheorie.<br />

Diskutiert an Beispielen mathematischen Unterrichts. We<strong>in</strong>heim: Deutscher Studienverlag<br />

Krummheuer, G. (1995): The ethnography of argumentation. In P. Cobb & H. Bauersfeld (eds.), The<br />

emergence of mathematical mean<strong>in</strong>g: <strong>in</strong>teraction <strong>in</strong> classroom cultures, pp. 229-279, Hillsdale,<br />

NJ: Lawrence Erlbaum;<br />

Lev<strong>in</strong>son, S. (1988): Putt<strong>in</strong>g l<strong>in</strong>guistics on a proper foot<strong>in</strong>g: Explorations <strong>in</strong> Goffman’s concepts of<br />

participation. In P. Drew & A. Wooton (eds.), Erv<strong>in</strong> Goffman - Exploration the Interaction,<br />

pp.161-227, Oxford: Blackwell Publishers. Repr<strong>in</strong>t 1996.<br />

Markowitz, J. (1986): Verhalten im Systemkontext. Zum Begriff des sozialen Epigramms. Diskutiert<br />

am Beispiel des Schulunterrichts. Frankfurt a. M.: Suhrkamp.<br />

Miller, M. (1986): Kollektive Lernprozesse. Frankfurt a. M.: Suhrkamp.<br />

Naujok, N. (1999): Help. Metahelp<strong>in</strong>g, and Folk Psychology <strong>in</strong> Elementary <strong>Mathematics</strong> Classroom<br />

Interaction. In I. Schwank (ed.), <strong>European</strong> <strong>Research</strong> <strong>in</strong> <strong>Mathematics</strong> Ecucation. Osnabrück:<br />

Forschungs<strong>in</strong>stitut <strong>für</strong> Mathematikdidaktik.<br />

Sahlström, F. (1997): Classroom <strong>in</strong>teraction and “foot<strong>in</strong>g”. International Communication Association<br />

47th Annual Conference, Montreal, Canada.<br />

http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceed<strong>in</strong>gs/cerme1-proceed<strong>in</strong>gs.html

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