Geoffrey Saxe, Professor

Publications

Greeno, J.G. & Saxe, G.B. (2007). Conceptual Growth in Children and in the Learning Sciences: Giyoo Hatano's Contributions. Human Development, 50(1), pp. 55-64.

Saxe, G.B. & Killen, M. (2006). The End of Our Term: Change and Development. Human Development, 49(6), pp. 317-318.

Saxe, G.B., & Esmonde, I. (2005). Studying cognition in flux: A historial treatment of fu in the shifting structure of Oksapmin mathematics. Mind,Culture, & Activity, 12(3&4), 171-225.

Saxe, G.B. (2005). Practices of quantification from a sociocultural perspective. In A. Demetriou & A. Raftopoulos (Eds.), Cognitive developmental change: Theories, models, and measurement (pp. 241-263). NY: Cambridge University Press.

Saxe, G.B., Taylor, E., McIntosh, C., & Gearhart, M. (2005). Representing fractions with standard notation: A developmental analysis. Journal for Research in Mathematics Education 36(2), 137-157.

Gearhart, M. & Saxe, G.B. (2004). When Teachers Know What Students Know: Integrating Mathematics Assessment. Theory Into Practice, 43(4), pp. 304-313.

Nasir, N. & Saxe, G.B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14-18.

Saxe, G.B. (2002). Children's developing mathematics in collective practices: A framework for analysis. The Journal of the Learning Sciences. 11, 2&3, 275-300.

Saxe, G.B. (2001). Diversité culturelle et éducation (pp.169-188). In J.J. Ducret (Ed.) Constructivismes: Usages et perspectives en éducation. Geneva, Switzerland: Service de la recherché en éducation.

Saxe, G.B., Gearhart, M., & Nasir, N. (2001). Enhancing Students' Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support. Journal for Research in Teacher Education, 4, pp. 55-79.

Nucci, L., Saxe, G.B., & Turiel, E. (2000). Culture, thought, and development. The Jean Piaget Symposium Series. Mahwah, NJ: Lawrence Erlbaum Associates.

Guberman, S.R. & Saxe, G.B. (2000). Mathematical Problems and Goals in Children's Play of an Educational Game. Mind, Culture, and Activity, 7(3), pp. 275-300.

Saxe, G. B., & Gearhart, M., & Seltzer, M. (1999). Relations between classroom practices and student learning in the domain of fractions. Cognition and Instruction, 17, 1-24.

Saxe, G. B. (1999). Cognition, development, and cultural practices. In E. Turiel (Ed.), Culture and Development: New Directions in Child Psychology. SF: Jossey-Bass.

Gearhart, M., Saxe, G.B., Seltzer, M., Schlackman, J., Fall, R., Ching, C. C., Nasir, N., Bennett, T., Rhine, S., & Sloan, T. (1999). When can educational reforms make a difference? Opportunities to learn fractions in elementary mathematics classrooms. Journal for Research in Mathematics Education.

Saxe, G. B., Gearhart, M., Franke, M.L., Howard, S., Crockett, M. (1999). Teachers' shifting assessment practices in the context of educational reform in mathematics. Teaching and Teacher Education, 15, 85-105.

Saxe, G. B., & Guberman, S. R. (1998). Studying mathematics learning in collective activity. Learning and Instruction, 8 (6), 489-501.

Stipek, D.J., Salmon, J. M., Givvin, K. B., Kazemi, E., & Saxe, G.B. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. Journal for Research in Mathematics Education, 29(4), 465-488.

Forman, E.A., Minick, N., Stone, C.A., Saxe, G.B., & Butler, L.M. (1997). Contexts for Learning: Sociocultural Dynamics in Children's Development. Contemporary psychology, 42(6), 527.

Saxe, G. B. (1994). Studying cognitive development in sociocultural context: The development of a practice-based approach. Mind, Culture, and Activity ,1(3) 135-157.

Saxe, G. B. (1993). Learning in and out of school. Dokkyo International Review.

Saxe, G. B. (1992). Studying children's learning in context: Problems and prospects. Journal of the Learning Sciences. 2(2),. 215-234.

Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum. {Essay reviews published in the Educational Researcher, June, 1990 [Reviewer: Roy Pea]; Journal for Research in Mathematics Education, January, 1991 [Reviewer: Alan Bishop]; Contemporary Psychology, 1991 [Reviewer: James Hiebert]; Harvard Educational Review, 1990; Educational Studies in Mathematics, 1992 [Reprint of Educational Researcher review]; Human Development, 1992 [Reviewer: Thomas Bidell]; Zentralblatt fur Didaktik der Mathematik ,1993 [Reviewer: Ubiritan D'Ambrosio]}

Saxe, G. B. (1991, Ottobre). Venditori ambulanti a conoscenze matematiche. Eta Evolutiva, 40 3-17. Italian translation of prior article published in Educational Researcher. ITALIAN

Saxe, G. B., & Gearhart, M. (1990). The development of topological concepts in unschooled straw weavers. British Journal of Developmental Psychology, 8 , 251-258.

Saxe, G. B. (1989). Transfer of learning across cultural practices. Cognition and Instruction, 6(4), 325-330.

Saxe, G. B., Becker, J., Sadeghpour, M., & Sicilian, S. (1989). Developmental differences in children's understanding of number word conventions. Journal for Research in Mathematics Education, 20(5), 468-488.

Saxe, G. B. (1989). Selling candy: A study of cognition in context. Newsletter of the Laboratory of Comparative Human Cognition, 11(1,2),19-22.

Saxe, G. B. & Gearhart, M. (Eds.) (1988). Children's Mathematics. New Directions in Child Development. SF: Jossey-Bass.

Saxe, G. B. (1988). Candy Selling and Math Learning. Educational Researcher, 17(6),14-21.

Saxe, G. B. (1988). The mathematics of child street venders. Child Development, 59,1415-1425.

Saxe, G. B., Guberman, S.R., & Gearhart, M. (1987). Goals and Contexts: A reply to the commentaries. Reply to commentaries of Social Processes in Early Number Development (1987), Monographs of the Society for Research in Child Development, 52(2),160-163.

Saxe, G. B., Guberman, S. R., & Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development. 52 2 . [With reviews by B. Rogoff and R. Gelman & C. Massey]

Saxe, G. B. (1985). The effects of schooling on arithmetical understandings: Studies with Oksapmin children in Papua New Guinea. Journal of Educational Psychology, (5), 503-513.

Saxe, G. B. (1983). Culture, counting, and number conservation. International Journal of Psychology, 18, 313-318.

Saxe, G. B. (1983). Piaget and anthropology: A retrospective and prospective view. American Anthropologist, 85(1),136-144.

Saxe, G. B., & Moylan, T. (1982). The development of measurement operations among the Oksapmin of Papua Guinea. Child Development, 53,1242-1248.

Saxe, G. B. (1982). Developing forms of arithmetic operations among the Oksapmin of Papua New Guinea. Developmental Psychology, 18(4), 583-594.

Saxe, G. B., & Kaplan, R. (1981). Gesture in early counting: A developmental analysis. Perceptual and Motor Skills, 53 851-854.

Saxe, G. B. (1981, December). Number symbols and number operations: Their developments and interrelations. Topics in Language Disorders, 67-86.

Saxe, G. B., & Sicilian, S. (1981). Children's interpretations of their counting accuracy: A developmental analysis. Child Development, 52,1330-1332.

Saxe, G. B. (1981). Changing collective representations for number among the Oksapmin of Papua new Guinea. Newsletter of the Laboratory of Comparative Human Cognition, 3(3), 57-59.

Saxe, G. B. (1981). When fourth can precede second: A cross- cultural analysis of children's understanding of a birth order numeration system among an island population in Papua New Guinea. Journal of Cross-Cultural Psychology, 12, 37-50.

Saxe, G. B., & Shaheen, S. (1981). Piagetian theory and the atypical case: An analysis of the developmental Gerstmann syndrome. Journal of Learning Disabilities, 14,131-135,172.

Saxe, G. B. (1981). Body parts as numerals: A developmental analysis of numeration among a village population in Papua New Guinea. Child Development, 52, 306-316.

Saxe, G. B. (1979). A comparative analysis of the acquisition of numeration: Studies from Papua New Guinea. Newsletter of the Laboratory of Comparative Human Cognition, 1(3), 37-43.

Saxe, G. B. (1979). Developmental relations between notational counting and number conservation. Child Development, 50,180-187.

Saxe, G. B. (1977). A developmental analysis of notational counting. Child Development, 48,1512-1520.