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ERIC Number: EJ1040880
Record Type: Journal
Publication Date: 2014-Jun
Pages: 28
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-1033-2170
The "Emerging" and "Emergent" Present: A View on the Indeterminate Nature of Mathematics Lessons
Roth, Wolff-Michael; Maheux, Jean-Fran├žois
Mathematics Education Research Journal, v26 n2 p325-352 Jun 2014
The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of "emergence." After providing an exemplifying description and analysis of an episode from a second-grade mathematics classroom studying three-dimensional geometry, we discuss implications for theoretical and classroom praxis in mathematics education, especially for the curriculum planning and the preparation, training, and enhancement of teachers of mathematics.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A