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ERIC Number: ED496900
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
Reference Count: 16
ISBN: N/A
ISSN: N/A
In the Middle of Nowhere: How a Textbook Can Position the Mathematics Learner
Herbel-Eisenmann, Beth; Wagner, David
International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v3 p121-128
We outline a framework for investigating how a mathematics textbook positions the mathematics learner. We use tools and concepts from discourse analysis, a field of linguistic scholarship, to illustrate the ways in which a textbook can position people in relation to mathematics and how the text can position the mathematics learner in relation to classmates and to the world outside of the classroom. We conclude with a general consideration of alternative language forms, which, we suggest, ought to include linguistic recognition of the moves associated with mathematisation. [For complete proceedings, see ED496848.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A