How making for a purpose in mathematics can provoke mathematical meaning making

POVEY, Hilary, ADAMS, Gill and JACKSON, Colin (2016). How making for a purpose in mathematics can provoke mathematical meaning making. Philosophy of Mathematics Education Journal, 31.

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    Abstract

    In this paper we are concerned to understand the connection that can occur for primary school children between relevant practical, "hands-on" engagement with the material world in partnership with others and the development of mathematical commitment, enthusiasm and understanding. We draw on our personal experiences of a European Union (EU) project, Mathematics in the Making (MiMa)(http://www.mathematicsinthemaking.eu), (Project no. 539872-LLP-1-2013-1-ITCOMENIUS–CMP)funded through the Comenius Lifelong Learning Programme, which was based on a primary school mathematics intervention in five EU countries - England, Germany, Hungary, Italy and Portugal. We use the writings of David Jardine and Peter Applebaum to aid our thinking. We point to how absorbing, extended practical work recognises our humanity and can provide purposeful spaces for meaning-making in mathematics.

    Item Type: Article
    Additional Information: Special issue: The Philosophy of mathematics Education at ICME 13 (Papers from Topic Study Group 53 at ICME 13, Hamburg July 2016)
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Departments - Does NOT include content added after October 2018: Faculty of Social Sciences and Humanities > Department of Teacher Education
    Depositing User: Hilary Povey
    Date Deposited: 17 Jan 2017 10:11
    Last Modified: 18 Mar 2021 04:09
    URI: http://shura.shu.ac.uk/id/eprint/14646

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