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dc.contributor.authorRoth, Wolff-Michaelen_US
dc.contributor.authorBautista, Alfredoen_US
dc.contributor.editorBharat Sriramanen_US
dc.date.accessioned2017-04-24T13:37:57Z
dc.date.available2017-04-24T13:37:57Z
dc.date.issued2011en_US
dc.date.modified2012-08-01T02:35:26Z
dc.identifier.issn15513440en_US
dc.identifier.urihttp://hdl.handle.net/10072/44994
dc.description.abstractThe epistemologies researchers bring to their studies mediate not only their theories but also their methods, including what they select from their data sources to present the findings on which claims are based. Most articles reduce mathematical knowing to linguistic/mathematical structures, which, in the case of embodiment/enactivist theories, undermines the very argument about the special nature of mathematical knowing. The purpose of this study is to illustrate how different transcriptions of mathematics lessons are generally used to support different epistemologies of mathematical knowing/competence. As part of our third illustration, we provide embodiment/enactivist researchers with an innovative means of representing classroom interactions that are more consistent with their theoretical claims. We offer a comprehensive transcription, which, when treated by readers in the way musicians treat their scores, allow them to enact and feel the knowledge that the article is about.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherMontana Council of Teachers of Mathematics & Information Age Publishingen_US
dc.publisher.placeUnited Statesen_US
dc.publisher.urihttp://www.math.umt.edu/TMME/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom51en_US
dc.relation.ispartofpageto76en_US
dc.relation.ispartofissue1-2en_US
dc.relation.ispartofjournalThe Montana Mathematics Enthusiasten_US
dc.relation.ispartofvolume8en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130208en_US
dc.titleTranscriptions, mathematical cognition, and epistemologyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the authors for more information.en_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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