Transcriptions, mathematical cognition, and epistemology
Author(s)
Roth, Wolff-Michael
Bautista, Alfredo
Griffith University Author(s)
Year published
2011
Metadata
Show full item recordAbstract
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 ...
View more >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.
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View more >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.
View less >
Journal Title
The Montana Mathematics Enthusiast
Volume
8
Issue
1-2
Publisher URI
Copyright 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.
Subject
Mathematics and Numeracy Curriculum and Pedagogy
Specialist Studies in Education
Curriculum and Pedagogy