On learning that could have happened: The same tale in two cities

Asterhan, 2007, The effects of monological and dialogical argumentation on concept learning in evolutionary theory, Journal of Educational Psychology, 99, 626, 10.1037/0022-0663.99.3.626 Bishop, 2012, "She’s always been the smart one. I’ve always been the dumb one": Identities in mathematics classroom, Journal for Research in Mathematics Education, 43, 34, 10.5951/jresematheduc.43.1.0034 Chan, 2019, Video-based research in a laboratory classroom, 107 DeJarnette, 2015, Positioning During Group Work on a Novel Task in Algebra II, Journal for Research in Mathematics Education, 46, 378, 10.5951/jresematheduc.46.4.0378 Elliott, 2016, Opportunity to learn Esmonde, 2009, Mathematics learning in groups: Analyzing equity in two cooperative activity structures, Journal of the Learning Sciences, 18, 247, 10.1080/10508400902797958 Firestone, 1993, Alternative arguments for generalizing from data as applied to qualitative research, Educational Researcher, 22, 16, 10.3102/0013189X022004016 Heyd-Metzuyanim, 2015, Vicious cycles of identifying and mathematizing: A case study of the development of mathematical failure, Journal of the Learning Sciences, 24, 504, 10.1080/10508406.2014.999270 Heyd-Metzuyanim, 2012, Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying, International Journal of Educational Research, 51-52, 128, 10.1016/j.ijer.2011.12.015 Howe, 2013, Classroom dialogue: A systematic review across four decades of research, Cambridge Journal of Education, 43, 325, 10.1080/0305764X.2013.786024 Kuhn, 2015, Thinking together and alone, Educational Researcher, 44, 46, 10.3102/0013189X15569530 Kuhn, 2009, The dual components of developing strategy use: Production and inhibition, 135 Langer-Osuna, 2018, Exploring the central role of student authority relations in collaborative mathematics, ZDM-The International Journal on Mathematics Education, 50, 1077, 10.1007/s11858-018-0965-x Lavie, 2019, Routines we live by: From ritual to exploration, Educational Studies in Mathematics, 101, 153, 10.1007/s10649-018-9817-4 2020 Phelps, 1989, Problem solving with equals: Peer collaboration as a context for learning mathematics and spatial concepts, Journal of Educational Psychology, 81, 639, 10.1037/0022-0663.81.4.639 2015 Sfard, 2008 Sfard, 2020, Learning, discursive fault lines, and dialogic engagement, 89 Sfard, 2001, Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students’ mathematical interactions, Mind, Culture, and Activity, 8, 42, 10.1207/S15327884MCA0801_04 Vygotsky, 1978 Walker, 2015, Understanding classroom roles in inquiry education: linking role theory and social constructivism to the concept of role diversification, SAGE Open, 5, 1, 10.1177/2158244015607584 Yackel, 1996, Sociomathematical norms, argumentation, and autonomy in mathematics, Journal for Research in Mathematics Education, 27, 58, 10.2307/749877 Yang, 2012, Revitalizing roles of older adult citizens: Successful stories of project history alive, Ageing International, 38, 137, 10.1007/s12126-012-9163-2 Zuiker, 2016, Complementary lenses: Using theories of situativity and complexity to understand collaborative learning as systems-level social activity, Learning, Culture and Social Interaction, 9, 80, 10.1016/j.lcsi.2016.02.003