The reasons for teaching programming in school are indeed manifold. Programming can for example be utilized as a vehicle for understanding and learning particular mathematical subject matter, or as a tool for solving mathematical problems. In this paper, however, we propose to utilize programming as a vehicle for developing mathematical…

Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students' routines according to whether they are driven by social reward or by generating a substantiated narrative. Explorative routines in this theorisation may refer not to inquiry-based activity but to the result of a student's…

The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four metaphor clusters that were common in the corpus that we…

In this article, the author examines the character of the conversations generated in an elementary teacher group as they worked on mathematical problems together and analyzed their students' work. Two distinct forms of talk--"exploratory" and "expository"--were found. The first type of talk occurred most prominently when discussions centered on…