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Why cannot children see as the same what grownups cannot see as different? – early numerical thinking revisited, and . Cognition and Instruction, 23 (2): 237-309 (2005)Guest Editorial. Learning discourse: Sociocultural approaches to research in mathematics education, , and . Educational Studies in Mathematics, 46 (1): 1-12 (2001)When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint. The Journal of the Learning Sciences, 16 (4): 565-613 (2007)Connecting Learning and Becoming: Studying Epistemologies and Identities as Interconnected, Dynamic Systems., , , , , , and . ICLS, International Society of the Learning Sciences, (2014)On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27 (2): 4-13 (1998)Doing wrong with words or What bars students’ access to arithmetical discourses, , , and . The Journal for Research in Mathematics Education, 36 (3): 176–247 (2005)On Reform Movement and the Limits of Mathematical Discourse. Mathematical Thinking and Learning, 2 (3): 157-189 (2000)There is More to Discourse than Meets the Ears: Looking as Thinking as Communicating to Learn more about Mathematical Learning. Educational Studies in Mathematics, 46 (1-3): 13-57 (2001)Playful Mathematics Learning: Beyond Early Childhood and Sugar-Coating., , , , , , , , and . ICLS, International Society of the Learning Sciences, (2018)Learning mathematics as developing a discourse. Proceedings of 21st Conference of PME-NA, page 23-44. Columbus, Ohio, Clearing House for Science, mathematics, and Environmental Education, (2001)