Seven studies and two commentaries on them depart from conventional studies of mathematics education by considering mathematics as a form of communication. They delve into such matters as looking at thinking as communicating to learn more about mathematics learning, the multiple voices of a mathematics classroom community, the mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerge, and making mathematical meaning through dialogue. They were published as a special Psychology of Mathematics Education issue of Educational Studies in Mathematics vol. 46, nos. 1-3 (2001). No index is provided

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