Signifying and meaning-making in mathematical thinking, teaching, and learning

Radford, Luis; Schubring, Gert; Seeger, Falk

doi:10.1007/s10649-011-9322-5

Cited by 32 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Radford, Schubring and Seeger (2011) explain that semiotic perspectives "conceive of emotions as constitutive parts of thinking" (p. 155). Thus, a Vygotskian reading might emphasise that "emotions are embodied drivers of thinking expressed in various ways" (Radford et al 2011, p. 155).…”

Section: Convergences and Divergencesmentioning

confidence: 99%

Affective productions of mathematical experience

Walshaw

Brown

2011

Educ Stud Math

View full text Add to dashboard Cite

In underscoring the affective elements of mathematics experience, we work with contemporary readings of the work of Spinoza on the politics of affect, to understand what is included in the cognitive repertoire of the Subject. We draw on those resources to tell a pedagogical tale about the relation between cognition and affect in settings of mathematical learning. Our interest is first captured in the way in which one teacher's priority of establishing an inclusive learning community occasionally harboured what appeared to be pedagogically restrictive conceptions of mathematics. Yet, the classroom practices that produced these conceptions promoted the students' motivation and provided meaningful access to mathematical learning within the classroom collectivity. In a second example, the postponement of scientific encapsulation in bodily imitations of planetary movement kept alive a shared dynamic sense of an elliptical orbit. In both of these cases, we draw on Spinoza's work to show how the affectivity of classroom practice constituted conceptions of cognition and of mathematical activity crucially linked to the imperatives of participation.

show abstract

Section: Convergences and Divergencesmentioning

confidence: 99%

Affective productions of mathematical experience

Walshaw

Brown

2011

Educ Stud Math

View full text Add to dashboard Cite

show abstract

“…la sensibilidad a la dimensión semiótica del aprendizaje no es en absoluto reciente, como lo demuestran, por ejemplo, las investigaciones desarrolladas por Raymond Duval desde los años ochenta (Duval, 1995). Sin embargo, esta sensibilidad ha crecido mucho a principios de este siglo, ejemplo de ello son los dos números especiales publicados por la revista Educational Studies in Mathematics (Radford, Schubring y Seeger, 2011;Saenz-ludlow y Presmeg, 2006). Este crecimiento está impulsado en parte por los avances tecnológicos que han ampliado considerablemente el espacio de las representaciones disponibles para acceder a los objetos matemáticos, esencialmente abstractos, los medios de acción sobre estas representaciones, así como los medios de interacción dinámica entre estas.…”

Section: La Creciente Atención Prestada a Las Dimensiones Discursivasunclassified

El desarrollo de la didáctica de las matemáticas, una mirada internacional

Artigue¹

2020

RECHIEM

View full text Add to dashboard Cite

Este artículo trata del desarrollo internacional de la investigación didáctica en matemáticas. Después de recordar la relación especial que existe entre las matemáticas y su enseñanza, evoca en primer lugar la emergencia de la didáctica de las matemáticas como un campo de investigación específico, en un contexto marcado por la reforma de las matemáticas modernas y la influencia de la epistemología piagetiana. A continuación, se examina la evolución de este campo de investigación, centrándose en algunas tendencias globales que trascienden su diversidad inherente, antes de abordar más específicamente la cuestión de las relaciones entre centros y periferias, y destacar la lenta pero real evolución hacia una didáctica de las matemáticas más auténticamente internacional.

show abstract

“…[17] This is in contrast with many recent perspectives on mathematics education, where creativity and students' deep involvement in mathematics learning are emphasized. [18,19] …”

Section: Paradigms In Mathematics Teachingmentioning

confidence: 99%

Mathematical speech and practical action: a case study of the challenges of including mathematics in a school technology project

Bungum

Manshadi

Lysne

2014

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

This paper presents a case study of how a teacher and nine-year-old students deal with mathematics in a practical technology project. By analysing videotaped dialogues between teacher and a pair of students working on constructing a house model, we identify challenges of meaningful inclusion of mathematics in the project. The dialogues are analysed in terms of an analytical framework where four categories of interaction patterns are combined with two main paradigms of mathematics teaching: the exercise paradigm and landscapes of interaction. The project in itself has a potential for facilitating landscapes of investigation in mathematics teaching. However, we find that the teacher as well as students adheres to the exercise paradigm when mathematics is involved in the activity. Two illustrating episodes from the project are examined and presented in detail in this paper. The findings illustrate that the conceptions teachers and students hold of what mathematics teaching means can act as an obstacle in attempts to realize mathematics teaching in creative and meaningful contexts for young students. We suggest that making the various purposes of a project more explicit may help overcome this obstacle, and that the mathematics involved might be taught in separate sessions in order to form a constructive part of a cross-curricular project.

show abstract

Signifying and meaning-making in mathematical thinking, teaching, and learning

Cited by 32 publications

References 7 publications

Affective productions of mathematical experience

Affective productions of mathematical experience

El desarrollo de la didáctica de las matemáticas, una mirada internacional

Mathematical speech and practical action: a case study of the challenges of including mathematics in a school technology project

Contact Info

Product

Resources

About