Indicazioni bibliografiche

Alcuni autori che ho citato non sono riportati in questo elenco, la bibliografia completa la potete ritrovare in [13].
Per quanto riguarda Sfard, oltre ad [13] ed [15], suggerirei [14] in cui viene affrontato il problema dell'algebra visto con gli occhi della teoria della reificazione; in particolare, in tale articolo, viene data una descrizione storica di come si sono formati certi concetti algebrici.
Infine maggiori informazioni sulla bibliografia e sulla ricerca di Anna Sfard possono essere trovate nella sua pagina web personale, all'URL:

http://construct.haifa.ac.il/~annasd/sfard.htm
Nella sua pagina web si trovano anche alcuni articoli in linea.
Riportiamo, come riferimento per eventuali indicazioni bibliografiche, ciò che la sfard dice della propria ricerca nella pagina web in questione, e, a seguire, elenchiamo la bibliografia che essa stessa riporta

Biographical sketch

With a formal background in mathematics and physics, and with a life-long interest in history, philosophy and language, I specialize today in mathematics education, focusing my research on the intricacies of human learning and creative thinking.
The overarching theme of my work is the constitutive role of language. More specifically, I investigate the implications of the assumption that human thinking as a particular case of communicative activity. In my recent studies, dealing with the question of the origins of mathematical objects and with the issue of transition from operational to structural thinking (reification), I use an approach the roots of which go to semiotics and discourse analysis. The role of metaphor in the development of mathematical discourse and the issue of building a common focus in mathematical communication are among the themes on which I have been working for the last few years. These are also the subjects which have been investigated in a series of studies on learning and teaching introductory algebra I have been conducting in Israel and in Canada. The cognitive role of metaphors and, more generally, investigating cognition through discourse analysis, were the topics of my most recent graduate courses. In addition to my research work, I have been participating for many years in developing new mathematics curricula for Israeli senior secondary schools and serving as the editor of the Israeli Journal for Mathematics Teachers.

Selected publications:
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.

Sfard, A. & Linchevski, L. (1994b). The gains and the pitfalls of reification - the case of algebra. Educational Studies in Mathematics , 26, 191-228. Also in P. Cobb (Ed.), Learning Mathematics - Constructivist and Interactionist theories of mathematical development.(pp. 87-124). Dordrecht: Kluwer Academic Publishers (reprint of Sfard & Linchevski, 1994b).

Sfard, A. (1997). 'Commentary: On metaphorical roots of conceptual growth'. In English, L. (ed.), Mathematical reasoning: Analogies, metaphors, and images. pp. 339-371. London: Erlbaum.

Sfard, A. (1998). On two metaphors for learning and on the dangers of choosing just one. Educational Researcher, 27(2), pp. 4-13.

Sfard, A. (1999). Symbolizing mathematical reality into being: How mathematical discourse and mathematical objects create each other. In P. Cobb,K. E. Yackel, & K. McClain (Eds), Symbolizing and communicating: Perspectives on Mathematical Discourse, Tools, and Instructional Design (pp. 37-98). Mahwah, NJ: Erlbaum. Part Two

Sfard, A. (in press). Steering (dis)course between metaphor and rigour: Using focal analysis to investigate the emergence of mathematical objects.

Sfard, A. (in press). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning.

Sfard, A. (to appear). Balancing the unbalanceable: What theories of learnign mathematics have to say on NCTM Standards. In J. Kilpatrick (Ed.), Reasearch companion for NCTM Standards. Ralston, VA: NCTM.