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ERIC Number: EJ1052595
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1442-3901
Beyond the Binary: Dexterous Teaching and Knowing in Mathematics Education
Adam, Raoul; Chigeza, Philemon
Mathematics Teacher Education and Development, v16 n2 p108-125 2014-2015
This paper identifies binary oppositions in the discourse of mathematics education and introduces a binary-epistemic model for (re)conceptualising these oppositions and the epistemic-pedagogic problems they represent. The model is attentive to the contextual relationships between pedagogically relevant binaries (e.g., traditional/progressive, student-centred/teacher-centred, discovery/transmission, constructivist/behaviourist) and epistemically relevant binaries (e.g., concrete/abstract, pure/applied, interpretivist/positivist, subjective/objective) that operate in mathematics classrooms. The premise of this paper is that ways of knowing mathematics (i.e., epistemologies) are actualised in ways of teaching mathematics (i.e., pedagogies), and vice-versa. The binary-epistemic model describes oppositional, equipositional and parapositional ways of knowing and teaching in relation to these binaries. We argue for a more a relational-contextual or "parapositional" approach to binary polarities that have otherwise proven divisive in mathematical discourse. In the context of the new Australian Curriculum, we illustrate epistemically differentiated ways of teaching measurement in a Year 5 mathematics classroom.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia