NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1222156
Record Type: Journal
Publication Date: 2019
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0228-0671
Mathematical Preciseness and Epistemological Sanctions
Ryan, Ulrika
For the Learning of Mathematics, v39 n2 p25-29 2019
In this article, I examine how a focus on preciseness in the mathematics classroom could affect group activity. The preciseness relates to the ways mathematical concepts, in this case angles are described in discourse between students. In this context, I consider how 'micro-invalidations', can limit students' opportunities to learn in a social and language diverse classroom. I suggest that students and teachers do not merely navigate language diversity they also navigate epistemological aspects of mathematics. Learning to meet the knowledge of the Other, to avoid epistemological sanctions calls for meta understanding of language diversity which embrace epistemological aspects of mathematics.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden