I conduct research and teach in the domain of learning sciences, with particular focus on the relation between thinking and communication. My research is guided by the assumption that human thinking is a form of communication. In my studies, I focus on the development of mathematical thinking, using this process as a paradigmatic example of human learning. Results of my theoretical and empirical research conducted within this communicational (or “commognitive”) framework have been summarized in the monograph Thinking as communicating: Human development, the growth of discourses, and mathematizing (2008, Cambridge University Press).
התפתחות חשיבה מתמטית, שיח, חקר חשיבה בגישה דיסקורסיבית, תיאוריות למידה
Sfard, A. (2012). Developing mathematical discourse – Some insights from communicational research. Special Issue of International Journal of Educational Research, 51 – 52, 1–9.
Sfard, A. (2008). Thinking as communicating: Human development, development of discourses, and mathematizing. Cambridge: Cambridge University Press
Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. To appear in Journal for Learning Sciences, 16(4), 567–615.
Sfard, A., & Prusak, A. (2005) . Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher 34(4), 14-22
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), pp. 4-13.
Sfard, A.(1991). On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1-36.
PhD in Mathematics Education, Hebrew University of Jerusalem