Relationality and mathematical knowing
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Current conceptualizations of knowing and learning tend to separate the knower from others, the world they know, and themselves. In this article, we offer 'relationality' as an alternative to such conceptualizations of mathematical knowing. We begin with the perspective of Maturana and Varela to articulate some of its problems and our alternative. We then illustrate relationality with the help of a short classroom episode in which geometrical knowing arises from and is constitutive of a threefold relationality between (a) the subject and the material world, (b) the subject and others, and (c) the subject and itself.
For the Learning of Mathematics: An International Journal of Mathematics Education
Copyright 2011 FLM Publishing Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Mathematics and Numeracy Curriculum and Pedagogy