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ERIC Number: EJ1011160
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0013-1857
What Were You Thinking? A Deleuzian/Guattarian Analysis of Communication in the Mathematics Classroom
de Freitas, Elizabeth
Educational Philosophy and Theory, v45 n3 p287-300 2013
The primary aim of this article is to bring the work of Deleuze and Guattari to bear on the question of communication in the classroom. I focus on the mathematics classroom, where agency and subjectivity are highly regulated by the rituals of the discipline, and where neoliberal psychological frameworks continue to dominate theories of teaching and learning. Moreover, the nature of communication in mathematics classrooms remains highly elusive and problematic, due in part to the distinct relationship the discipline has with verbal language and thought. I first discuss current attempts to better address the embodied nature of communication in mathematics classrooms, and argue that these remain overly logo-centric and language-centric in their conception of thinking. I then show how the work of Deleuze and Guattari on thought as a radical disruptive event can be used effectively to critique current pedagogical practices that privilege a narrow conception of communication in the classroom. I examine a set of exemplary classroom videos used in mathematics teacher education to argue that the current approach fails to honor the highly creative and disruptive nature of thinking. (Contains 2 tables, 1 figure, and 10 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A