Inquiry-Based Learning and the Art of Mathematical Discourse

Renesse, Christine von; Ecke, Volker

doi:10.1080/10511970.2014.921799

Cited by 6 publications

(1 citation statement)

References 2 publications

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“…This subversion literally turns a typically intellectual narrative on its head in order to elevate the dynamics of knowledge production. The playful historicization and performative rhetorical structure do more than call attention to recent pedagogical investments in inquiry-based learning (Larsen and Zandieh 2008;von Renesse and Volker 2015). His treatment decenters a perspective that sees mathematics possessing, in the words of Russell (1918, p. 60), "a beauty cold and austere, like that of sculpture" by dramatizing, instead, the messy and contingent dialectic energy that produces it.…”

Section: Imre Lakatos: Proofs and Refutationsmentioning

confidence: 99%

Queer(y)ing Mathematical Knowledge and Practices

Valente¹

2019

Handbook of the Mathematics of the Arts and Sciences

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What does mathematics, broadly viewed, have to do with queer concerns or theory? In contributing to a collection of pieces that engage with new influences on the discipline -particularly in the ways that knowledge is produced, understood, and shared -this chapter considers some aspects of queer visibility that have affected and continue to shape professional and pedagogical sensibilities. Adopting an analytic approach found within queer theory that serves to expose often overlooked concerns, it centers small and sometimes tenuous acts as meaningful interventions. It also calls attention to the transformative potential associated with the adoption of recuperative practices as well as the liminal and generative spaces that exist for reorienting perspectives.

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Section: Imre Lakatos: Proofs and Refutationsmentioning

confidence: 99%