Sense-making in mathematics: Towards a dialogical framing

Conference item

Scheiner, Thorsten. (2018). Sense-making in mathematics: Towards a dialogical framing. New Zealand: MERGA. pp. 669 - 676
AuthorsScheiner, Thorsten
Abstract

This paper presents a new theoretical viewpoint blended from the perspectives that mathematical meaning is extracted (from objects falling under a particular concept) and that mathematical meaning is given (to objects that an individual interacts with). It is elaborated that neither uni-directional framing (whether involving extracting meaning or giving meaning) provides a comprehensive account of the complex emergence of evolving forms of meaning. It is argued for a framing that construes sense-making in mathematics as dialogical: where what meaning one extracts is a function of what meaning is given to, and vice versa.

Year2018
JournalMaking waves, opening spaces: Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia
PublisherMERGA
Open accessOpen access
Publisher's version
Page range669 - 676
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationNew Zealand
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