The emerging and emergent present: a view on the indeterminate nature of mathematics lessons
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The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of emergence. After providing an exemplifying description and analysis of an episode from a second-grade mathematics classroom studying three-dimensional geometry, we discuss implications for theoretical and classroom praxis in mathematics education, especially for the curriculum planning and the preparation, training, and enhancement of teachers of mathematics.
Mathematics Education Research Journal
© 2014 Springer Netherlands. This is an electronic version of an article published in Mathematics Education Research Journal (MERJ), Volume 26, Issue 2, pp 325-352, 2014. Mathematics Education Research Journal (MERJ) is available online at: http://link.springer.com/ with the open URL of your article.
Mathematics and Numeracy Curriculum and Pedagogy