Develops a metaphor of qualitative research as jazz to illuminate qualities that are embedded in the processes of qualitative inquiry. The jazz metaphor is said to create a pathway for making explicit the tacit understandings that permit qualitative research to flow and to be guided by the new findings and emerging understandings it uncovers. (GLR)

Argues that mathematical learning should be viewed as a process of active individual construction and a process of enculturation into the mathematical practices of wider society. It further argues that the sociocultural perspective theorizes the conditions for the possibility of learning, whereas constructivist perspectives focus on what students…