On metaphors in thinking about preparing mathematics for teaching : In memory of José (“Pepe”) Carrillo Yáñez (1959–2021)

Journal article


Scheiner, Thorsten, Godino, Juan D., Montes, Miguel A., Pino-Fan, Luis R. and Climent, Nuria. (2022). On metaphors in thinking about preparing mathematics for teaching : In memory of José (“Pepe”) Carrillo Yáñez (1959–2021). Educational Studies in Mathematics. pp. 1-18. https://doi.org/10.1007/s10649-022-10154-4
AuthorsScheiner, Thorsten, Godino, Juan D., Montes, Miguel A., Pino-Fan, Luis R. and Climent, Nuria
Abstract

This paper explores how different schools of thought in mathematics education think and speak about preparing mathematics for teaching by introducing and proposing certain metaphors. Among the metaphors under consideration here are the unpacking metaphor, which finds its origin in the Anglo-American school of thought of pedagogical reduction of mathematics; the elementarization metaphor, which has its origin in the German school of thought of didactic reconstruction of mathematics; and the recontextualization metaphor, which originates in the French school of thought of didactic transposition. The metaphorical language used in these schools of thought is based on different theoretical positions, orientations, and images of preparing mathematics for teaching. Although these metaphors are powerful and allow for different ways of thinking and speaking about preparing mathematics for teaching, they suggest that preparing mathematics for teaching is largely a one-sided process in the sense of an adaptation of the knowledge in question. To promote a more holistic understanding, an alternative metaphor is offered: preparing mathematics for teaching as ecological engineering. By using the ecological engineering metaphor, the preparation of mathematics for teaching is presented as a two-sided process that involves both the adaptation of knowledge and the modification of its environment.

Keywordsdidactic transposition; ecology of mathematical knowledge; elementarization; metaphor; recontextualization; unpacking mathematics
Year2022
JournalEducational Studies in Mathematics
Journal citationpp. 1-18
PublisherSpringer
ISSN0013-1954
Digital Object Identifier (DOI)https://doi.org/10.1007/s10649-022-10154-4
Scopus EID2-s2.0-85129434659
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-18
Publisher's version
License
File Access Level
Open
Output statusIn press
Publication dates
Online05 May 2022
Publication process dates
Accepted13 Apr 2022
Deposited15 Jun 2022
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