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: Sheffield Institute of Education
Departments: Development and Society > Teacher Education
Depositing User: Hilary Povey
Date Deposited: 17 Jan 2017 10:11
Last Modified: 14 Jun 2017 18:23
URI: http://shura.shu.ac.uk/id/eprint/14646

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