Selected Publications, Geoffrey Saxe

I've listed some examples of my prior publications related to my book, Cultural development of mathematical ideas: Papua New Guinea studies. The publications are organized by topic and most are downloadable (by clicking on bolded text). Please note and adhere to copyright restrictions:  You may download files for personal use; you may not download/copy files to another site; you may not download or copy files for publication or sale. Thank you!

Cultural-developmental treatment of cognition

Saxe, G. B., & de Kirby, K. (2018). Analyzing the evolution of a digital technology intervention: One Laptop Per Child in a remote Papua New Guinea community. Anthropology and Education Quarterly, 49(4), 394-412. doi:10.1111/aeq.12263

Saxe, G. B. (2018).  Conceptual change: A cultural-historical and cognitive-developmental framework. In Tamer G. Amin and Olivia Levrini (Eds.). Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences (pp. 51-60). London and New York: Routledge.

Saxe, G. B. (2015).  Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación. Infancia y Aprendizaje, 1-36. doi: 10.1080/02103702.2015.1054669

Saxe, G.B., de Kirby, K., Kang, B., Le, M., and Schneider, A. (2015). Studying cognition through time in a classroom community: The interplay between everyday and “scientific” concepts. Human Development, 58, 5-44.

Saxe, G. B., & de Kirby, K. (2014). Cultural context of cognitive development. WIREs Cognitive Science, 5, 447-461. doi: 10.1002/wcs.1300

Saxe, G.B. (2012). Approaches to reduction in treatments of culture-cognition relations: Affordances and limitations. Commentary on Gauvain and Munroe. Human Development 55:233-242. 

Saxe, G.B. (2014). Cultural development of mathematical ideas: Papua New Guinea studies. NY: Cambridge University Press. Paperback edition.

Saxe, G. B. (2008). Reflections on J.V. Wertsch's 'From Social Interaction to Higher Psychological Processes'. Human Development, 51, 80-89.

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

Saxe, G. B. (1999). Sources of concepts: A cultural-developmental perspective. In E. Scholnick & K. Nelson (Eds.), Conceptual development: Piaget's legacy. The Jean Piaget Symposium series. (pp. 253-267). Mahwah, NJ: Lawrence Erlbaum Associates.

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

Saxe, G. B., & Posner, J. (1982). The development of numerical cognition: Cross-cultural perspectives. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 291-317). New York: Academic Press. 

Candy selling (Northeastern Brazil)

Saxe, G. B. (2004). Practices of quantification from a socio-cultural perspective. In A. Demetriou & A. Raftopoulos (Eds.), Cognitive Developmental Change: Theories, Models and Measurement (pp. 241-263). New York, NY: Cambridge University

Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. The first chapter of the book is available for download here.

Saxe, G. B. (1988). Candy selling and math learning. Educational Researcher, 17(6), 14-21.

Saxe, G. B. (1988). The mathematics of child street vendors. Child Development, 59(5), 1415-1425.

 Straw weaving (Northeastern Brazil)

Saxe, G. B., & Gearhart, M. (1990). A developmental analysis of everyday topology in unschooled straw weavers. British Journal of Developmental Psychology, 8, 251-258.

Educational games (United States)

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

Saxe, G. B., & Bermudez, T. (1996). Emergent mathematical environments in children's games. In L. Steffe, P. Nesher, G. Golding & B. Greer (Eds.), Theories of Mathematical Learning (pp. 51-68). Hillsdale, NJ: Erlbaum.

Saxe, G. B., Earnest, D., Sitabkhan, Y., Haldar, L. C., Lewis, K. E., & Zheng, Y. (2010). Supporting generative thinking about the integer number line in elementary mathematics. Cognition & Instruction, 28(4), 433-474.

Saxe, G. B., & Guberman, S. R. (1998a). Emergent arithmetical environments in the context of distributed problem solving: Analyses of children playing an educational game. In J. Greeno & S. Goldman (Eds.), Thinking practices (pp. 237-256). NJ: Erlbaum.

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

Early number in home settings (United States)

Saxe, G. B., Gearhart, M., & Guberman, S. R. (1984). The social organization of early number development. In B. Rogoff & J. V. Wertsch (Eds.), Children's Learning in the Zone of Proximal Development (pp. 19-30). San Francisco: Jossey-Bass.

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, Serial No. 162.

Collective practices in classrooms; the development of number line representations and understandings (United States)

Saxe, G.B., de Kirby, K., Kang, B., Le, M., and Schneider, A. (in press). Studying cognition through time in a classroom community: The interplay between everyday and “scientific” concepts. Human Development.

Saxe, G.B., de Kirby, K., Le, M., Sitabkhan, Y., Kang, B. (in press). Understanding learning across lessons in classroom communities: A multi-leveled analytic approach. To appear in A. Bikner-Ahsbahs, C. Knipping, N. Presmeg (Eds.) Doing (qualitative) research: Methodology and methods in mathematics education. ZDM book series: Advances in Mathematics Education.

Saxe, G.B. (in press). Culture, language, and number. In R. Kadosh & A. Dowker (Eds.) The Oxford Handbook of Numerical Cognition. Oxford University Press.

Saxe, G.B., Shaughnessy, M.M., Gearhart, M., Haldar, L.C (2013).  Coordinating numeric and linear units:  Elementary students strategies for locating whole numbers on the number line.  Mathematics Thinking and Learning 15, 235-258.

Saxe, G.B., Diakow, R., and Gearhart, M. (2012). Towards curricular coherence in integers and fractions: A study of the efficacy of a lesson sequence that uses the number line as the principal representational context. ZDM DOI 10.1007/s11858-012-0466-2.

Saxe, G.B., Earnest, D., Sitabkhan, Y., Haldar, L., Lewis, K., & Zheng, Y. (2010). Supporting generative thinking on the integer number line. Cognition & Instruction, 28(04) 433-474.

Saxe, G. B., Gearhart, M., Shaughnessy, M., Earnest, D., Cremer, S., Sitabkhan, Y., Platas, L., & Young, A. (2009). A methodological framework and empirical techniques for studying the travel of ideas in classroom communities. In B. Schwartz, T. Dreyfus & R. Hershkowitz (Eds.), Transformation of knowledge in classroom interaction (pp. 203-222). London: Routledge.

Saxe, G. B., Taylor, E. V., 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., Seltzer, M., Schlackman, J., Ching, C. C., Nasir, N., et al. (1999). Opportunities to learn fractions in elementary mathematics classrooms. Journal for Research in Mathematics Education, 30(3), 286-315.

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), 1-24.

Saxe, G. B., Dawson, V., Fall, R., & Howard, S. (1996). Culture and children's mathematical thinking. In R. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 119-144). Hillsdale, NJ: Erlbaum.

Saxe, G. B. (1995). From the field to the classroom: Studies in mathematical understanding. In L. P. Steffe (Ed.), Constructivism in education (pp. 287-311). Hillsdale, NJ: Lawrence Erlbaum Associates.