When deciding what constitutes students' "on task" or "off task" mathematical communication, teachers and researchers are also making judgements about what is, and what is not, mathematics. In this paper, we question our ability to separate the mathematical from the nonmathematical. We explore intersecting storylines in Grade…

Investigates the heart of the experience of mathematical engagement and the meaning derived from such activities. Analyzes dialogue between five people, two of whom are professional mathematicians, another two who are graduate students in either engineering or education, and one who lacks advanced mathematical training but maintains a positive…

Focuses on the legacy of paradigmatics instruction in the Greek mathematics classroom, suggesting that it is based on false understanding of pragmatic logic as simply the translation of ideas into action. Offers discursive analysis of two short interactional sequences between the teacher and children in a 6th grade classroom in a primary school in…