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  • The emerging and emergent present: a view on the indeterminate nature of mathematics lessons

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    Author(s)
    Roth, Michael
    Maheux, Jean-François
    Griffith University Author(s)
    Roth, Michael
    Year published
    2014
    Metadata
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    Abstract
    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.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.
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    Journal Title
    Mathematics Education Research Journal
    Volume
    26
    Issue
    2
    DOI
    https://doi.org/10.1007/s13394-013-0114-3
    Copyright Statement
    © 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.
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/67682
    Collection
    • Journal articles

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