Through examples we explore the practice of mathematical pursuit, in particular on the notion of proof, in a cultural, socio-political and intellectual context. One objective of the discussion is to show how mathematics constitutes a part of human endeavour rather than standing on its own as a technical subject, as it is commonly taught in the classroom. As a “bonus”, we also look at the pedagogical aspect on ways to enhance understanding of specific topics in the classroom.
The other article is called “Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework“, and it is written by Susanne Prediger, Angelika Bikner-Ahsbahs and Ferdinando Arzarello. The article has a focus on the diversity of theories in mathematics education research, and how we can deal with that. Here is the abstract:
The article contributes to the ongoing discussion on ways to deal with the diversity of theories in mathematics education research. It introduces and systematizes a collection of case studies using different strategies and methods for networking theoretical approaches which all frame (qualitative) empirical research. The term ‘networking strategies’ is used to conceptualize those connecting strategies, which aim at reducing the number of unconnected theoretical approaches while respecting their specificity. The article starts with some clarifications on the character and role of theories in general, before proposing first steps towards a conceptual framework for networking strategies. Their application by different methods as well as their contribution to the development of theories in mathematics education are discussed with respect to the case studies in the ZDM-issue.