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ERIC Number: ED501023
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Collective Mathematical Understanding as an Improvisational Process
Martin, Lyndon C.; Towers, Jo
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p245-252
This paper explores the phenomenon of mathematical understanding, and offers a response to the question raised by Martin (2001) at PME-NA about the possibility for and nature of collective mathematical understanding. In referring to collective mathematical understanding we point to the kinds of learning and understanding we may see occurring when a group of learners, of any size, work together on a piece of mathematics. In employing and extending the theoretical work of Becker (2000), Sawyer (1997; 2000; 2001) and Berliner (1994; 1997), we characterise collective mathematical understanding as a creative and emergent improvisational process and illustrate how it can be observed in action. (Contains 3 footnotes and 1 figure.) [For complete proceedings, see ED500858.]
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:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A