Sfard, A. (to appear ). Not just so stories: Practicing discursive research for the benefit of educational practice. In V. Farnsworth & Y. Solomon (Eds.), What works in education? Bridging theory and practice in research London: Routledge.
Sfard, A. (to appear ). Why all this talk about talking classroom? Theorizing the relation between talking and learning. In L. Resnick & C. Asterhan (Eds.): AERA.
Sfard, A. (2012). Research problems in mathematics education revisited: New clothes – and no emperor. For the learning of mathematics, 32 (2), 3  5.
Sfard, A. (2012). Why Mathematics? What Mathematics?  Guest editorial. The Mathematics Educator, 22 (1 ), 316.
Sfard, A. (2012). Developing mathematical discourse  Some insights from communicational research. International Journal of Educational Research, 51 – 52, 1–9.
Caspi, S. and A. Sfard (2012). Spontaneous metaarithmetic as a the first step toward school algebra. International Journal of Educational Research. 51  52, 45–65.
Kim, D.J., J. FerriniMundy, et al. (2012). Does language impact mathematics learning ? Comparing English and Korean speaking university students' discourses on infinity. International Journal of Educational Research. 51 – 52, 86–108.
HeydMetzuyanim, E. and A. Sfard (2012). On learning mathematics as an interplay of mathematizing and identifying. International Journal of Educational Research. 51 – 52, 128145.
Sfard, Anna (2011). Discourse and learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Vol. 4, pp. 9971001.Berlin: Springer.
Sfard, A. (2009). Disabling Numbers: On the secret charm of the numberese and why it should be resisted In L. Black, H. Mendick & Y. Solomon (Eds.), Mathematical Relationships in Education (pp. 9  19). London Routledge.
Sfard, A. (2009 ). Metaphors in education In H. Daniels, J. Porter & H. Lauder (Eds.), Educational theories, cultures and learning: A critical perspective (pp. 3949). London Routledge.
Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. To appear in Journal for Learning Sciences, 16(4), 567–615.
Sfard, A. (2006). Participationist discourse on mathematics learning. In J. Maaß & W. Schlöglmann (Eds.) New mathematics education research and practice (153170). Rotterdam, The Netherlands: Sense Publishers B.V.
BenYehuda, M., Lavy, I., Linchevski, L., & Sfard, A. (2005). Doing wrong with words or What bars students’ access to arithmetical discourses The Journal for Research in Mathematics Education 36(3 ), 176  247.
Sfard, A., & Lavie
Sfard, A., & Prusak, A. (2005) . Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher 34(4), 1422
Sfard, A. (2005). What changes when learning goes to school: Thecommunicational version, the case of mathematics. European Journal of School Psychology, 3(1), 5782.
Sfard, A. & Kieran, C. (2001). Cognition as communication: Rethinking learningbytalking through multifaceted analysis of students’ mathematical interactions. Mind, Culture, and Activity, 8(1), 4276.
Sfard, A. (2001). Balancing the unbalanceable: The NCTM Standards in the light of theories of learning mathematics. In J. Kilpatrick, Martin, G., & Schifter, D. (Eds.), A Research Companion for NCTM Standards (pp. 353392). Reston, VA: National Council for Teachers of Mathematics.
Sfard, A. (2000). Symbolizing mathematical reality into being: How mathematical discourse and mathematical objects create each other. In P. Cobb,K. E. Yackel, & K. McClain (Eds), Symbolizing and communicating: perspectives on Mathematical Discourse, Tools, and Instructional Design (pp. 3798). Mahwah, NJ: Erlbaum.
Sfard, A. (2000). Steering (dis)course between metaphor and rigor: Using focal analysis to investigate the emergence of mathematical objects. Journal for Research in Mathematics Education, 31(3), 296327.
Sfard, A. (2000). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2(3), 157189.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), pp. 413.
Sfard, A. (1995). The development of algebra: Confronting historical and psychological perspectives. Journal of Mathematical Behavior, 14, 1539.
Sfard, A. (1994). Reification as a birth of a metaphor. For the Learning of Mathematics, 14(1), 4455.
Sfard, A. & Linchevski, L. (1994). The gains and the pitfalls of reification: The case of algebra. Educational Studies in Mathematics , 26, 191228.
Sfard, A.(1991). On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 136. 
