With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to change the way mathematics is done and the way it is taught.
- Ny oversikt over forskning om undervisningskunnskap i matematikk publisert i NOMAD ncm.gu.se/node/8812 3 days ago
- I like the new article in Ed.Stud.Math. on problem solving and theory building in math by Hyman Bass! link.springer.com/article/10.100… 3 days ago
- How nice! Actually, I thought it might be you when I heard your name, Raymond (@MathEdnet)! We should talk tomorrow :-) 3 months ago
- Enjoyed rehearsing rehearsals at #Novemberkonferansen with @ekazemi today! Choral counting has a lot to it! 6 months ago
- J. Skott: «Generic example of generic proofs is Gauss: 1+2+3...+100=?» #Novemberkonferansen #playonwords 6 months ago