{"title":"Sfard\u2019s Commognitive Framework as a Method of Discourse Analysis in Mathematics","authors":"Dong-Joong Kim, Sangho Choi, Woong Lim","volume":131,"journal":"International Journal of Cognitive and Language Sciences","pagesStart":481,"pagesEnd":486,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10008184","abstract":"
This paper discusses Sfard’s commognitive approach and provides an empirical study as an example to illustrate the theory as method. Traditionally, research in mathematics education focused on the acquisition of mathematical knowledge and the didactic process of knowledge transfer. Through attending to a distinctive form of language in mathematics, as well as mathematics as a discursive subject, alternative views of making meaning in mathematics have emerged; these views are therefore “critical,” as in critical discourse analysis. The commognitive discourse analysis method has the potential to bring more clarity to our understanding of students’ mathematical thinking and the process through which students are socialized into school mathematics.<\/p>\r\n","references":"[1]\tA. Sfard, \u201cOn two metaphors for learning and the dangers of choosing just one,\u201d Educational Researcher, vol. 27, no. 2, pp. 4-13, 1998.\r\n[2]\tA. Sfard, Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York, NY: Cambridge University Press, 2008.\r\n[3]\tL. S. Vygotsky, Thought and language. Cambridge, MA: MIT Press, 1986.\r\n[4]\tL. Wittgenstein, Philosophical investigations: The German text, with a revised English translation (3rd ed., G. E. M. Anscombe, Trans.). Malden, MA: Blackwell, 1953\/2003.\r\n[5]\tM. Bloor, and T. Bloor, The Practice of Critical Discourse Analysis: An Introduction. London: Hodder Arnold, 2007.\r\n[6]\tJ. P. Gee, An introduction to discourse analysis: Theory and method. New York, NY: Routledge, 1999.\r\n[7]\tD. Kim, J. Ferrini-Mundy, and A. Sfard, \u201cHow does language impact the learning of mathematics? Comparison of English and Korean speaking university students\u2019 discourses on infinity,\u201d International Journal of Educational Research, vol. 51, no. 52, pp. 86-108, 2012.\r\n[8]\tS. H. Choi, D. J. Kim, and J. Shin, \u201cAnalysis on characteristics of university students\u2019 problem solving processes based on mathematical thinking styles,\u201d Journal of Educational Research in Mathematics, vol. 23, no. 2, pp. 153-171, 2013.\r\n[9]\tS. H. Choi, J. M. Ha, and D. J. Kim, \u201cA communicational approach to mathematical process appeared in a peer mentoring teaching method,\u201d Communications of mathematical education, vol. 30, no. 3, pp. 375-392, 2016.\r\n[10]\tY. H. Choi, S. H. Choi, and D. J. Kim, \u201cAn investigation of beginning and experienced teachers\u2019 PCK and teaching practices - middle school functions,\u201d Journal of the Korean school mathematics society, vol. 17, no. 2, pp. 251-274, 2014.\r\n[11]\tJ. H. Cha, S. H. Choi, and D. J. Kim, \u201cEffects of a peer tutoring method on mathematical problem solving and class satisfaction,\u201d Journal of the Korean school mathematics society, vol. 18, no. 2, pp. 203-221, 2015.\r\n[12]\tD. Kim, Comparison of native-English and native-Korean speaking university students\u2019 discourses on infinity and limit (Doctoral dissertation). East Lansing, MI: Michigan State University, 2009.","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 131, 2017"}