This article investigates different meanings associated with contemporary scholarship on the aesthetic dimension of inquiry and experience, and uses them to suggest possibilities for challenging widely held beliefs about the elitist and/or frivolous nature of aesthetic concerns in mathematics education. By relating aesthetics to emerging areas of interest in mathematics education such as affect, embodiment and enculturation, as well as to issues of power and discourse, this article argues for aesthetic awareness as a liberating, and also connective force in mathematics education.
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