Transcriptions, mathematical cognition, and epistemology

No Thumbnail Available
File version
Author(s)
Roth, Wolff-Michael
Bautista, Alfredo
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)

Bharat Sriraman

Date
2011
Size
File type(s)
Location
License
Abstract

The 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.

Journal Title

The Montana Mathematics Enthusiast

Conference Title
Book Title
Edition
Volume

8

Issue

1-Feb

Thesis Type
Degree Program
School
DOI
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement

Self-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.

Item Access Status
Note
Access the data
Related item(s)
Subject

Mathematics and Numeracy Curriculum and Pedagogy

Specialist Studies in Education

Curriculum and Pedagogy

Persistent link to this record
Citation
Collections