Transcriptions, mathematical cognition, and epistemology

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Title Transcriptions, mathematical cognition, and epistemology
Author Roth, Wolff-Michael; Bautista, Alfredo
Journal Name The Montana Mathematics Enthusiast
Editor Bharat Sriraman
Year Published 2011
Place of publication United States
Publisher Montana Council of Teachers of Mathematics & Information Age Publishing
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.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.math.umt.edu/TMME/
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.
Volume 8
Issue Number 1-2
Page from 51
Page to 76
ISSN 1551-3440
Date Accessioned 2012-02-24
Date Available 2012-08-01T02:35:26Z
Language en_US
Faculty Arts, Education and Law
Subject Mathematics and Numeracy Curriculum and Pedagogy
URI http://hdl.handle.net/10072/44994
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1x

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