S. F. Akkerman and A. Bakker, Boundary crossing and boundary objects, Review of Educational Research, vol.81, issue.2, pp.132-169, 2011.
DOI : 10.3102/0034654311404435

A. Bakker, Book review: Networking theories as an example of boundary crossing, Educational Studies in Mathematics, vol.93, pp.265-273, 2016.

, Networking of theories as a research practice in mathematics education, 2014.

M. C. Chan and D. J. Clarke, Video-based research in a laboratory classroom, Video-based research in education: Cross-disciplinary perspectives
DOI : 10.4324/9781315109213-9

D. J. Clarke, Studying the classroom negotiation of meaning: Complementary accounts methodology, Thematic Working Group, vol.9, p.17, 1997.

D. J. Clarke, The validity-comparability compromise in cross-cultural studies in mathematics education, Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME), pp.1855-1864, 2013.

D. J. Clarke, J. Emanuelsson, E. Jablonka, and . Mok, Making connections: Comparing mathematics classrooms around the world, 2006.

D. J. Clarke, L. H. Xu, J. Arnold, L. H. Seah, C. Hart et al., Multitheoretic approaches to understanding the science classroom, E-Book proceedings of the ESERA 2011 biennial conference: Part 3, pp.26-40, 2012.

P. Cobb, Putting philosophy to work: Coping with multiple theoretical perspectives, 2007.

, Second handbook of research on mathematics teaching and learning, vol.1, pp.3-38

R. García-carrión and J. Díez-palomar, Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics, European Educational Research Journal, vol.14, issue.2, pp.151-166, 2015.

G. A. Goldin, Y. M. Epstein, R. Y. Schorr, and L. B. Warner, Beliefs and engagement structures: Behind the affective dimension of mathematical learning, ZDM-The International Journal on Mathematics Education, vol.43, issue.4, pp.547-560, 2011.

H. S. Kim and H. R. Markus, Freedom of speech and freedom of silence: An analysis of talking as a cultural practice, pp.432-452, 2004.

N. Mercer and C. Howe, Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, vol.1, issue.1, pp.12-21, 2012.

I. Stengers, Comparison as a matter of concern, Common Knowledge, vol.17, issue.1, pp.48-63, 2011.

P. Sullivan and D. J. Clarke, Catering to all abilities through "good" questions. The Arithmetic Teacher, vol.39, pp.14-18, 1991.