• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • “They’re gonna explain to us what makes a cube a cube?” Geometrical properties as contingent achievement of sequentially ordered child-centered mathematics lessons

    Thumbnail
    View/Open
    81332_1.pdf (254.9Kb)
    Author(s)
    Roth, Michael
    Gardner, Rod
    Griffith University Author(s)
    Gardner, Rod J.
    Roth, Michael
    Year published
    2012
    Metadata
    Show full item record
    Abstract
    In mathematics education, there is a continuing debate about the nature of mathematics, which some claim to be an objective science, whereas others note its socially and individually constructed nature. From a strict cultural-historical perspective, the objective and subjective sides of mathematics are but manifestations of a higher-order phenomenon that may be summarized by the aphorism that mind is in society to the extent that society is in the mind. In this study, we show, drawing on exemplifying materials from a second-grade unit on three-dimensional geometry, how mathematics manifests itself both as objective science ...
    View more >
    In mathematics education, there is a continuing debate about the nature of mathematics, which some claim to be an objective science, whereas others note its socially and individually constructed nature. From a strict cultural-historical perspective, the objective and subjective sides of mathematics are but manifestations of a higher-order phenomenon that may be summarized by the aphorism that mind is in society to the extent that society is in the mind. In this study, we show, drawing on exemplifying materials from a second-grade unit on three-dimensional geometry, how mathematics manifests itself both as objective science all the while being subjectively produced. A particular three-turn interactional sequence comes to play a central role. We conclude by re-assigning a positive role to a much-maligned sequentially ordered conversational routine.
    View less >
    Journal Title
    Mathematics Education Research Journal
    Volume
    24
    Issue
    3
    DOI
    https://doi.org/10.1007/s13394-012-0044-5
    Copyright Statement
    © 2012 Springer Netherlands. This is an electronic version of an article published in Mathematics Education Research Journal (MERJ), Vol. 24(3), 2012, pp. 323-346 Mathematics Education Research Journal (MERJ) is available online at: http://link.springer.com/ with the open URL of your article.
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/48708
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E
    • TEQSA: PRV12076

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander