NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1055137
Record Type: Journal
Publication Date: 2015-Apr
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1863-9690
Mathematical Interaction Shaped by Communication, Epistemological Constraints and Enactivism
Steinbring, Heinz
ZDM: The International Journal on Mathematics Education, v47 n2 p281-293 Apr 2015
On the surface, mathematical interaction often appears as an immediately transparent event that could be directly understood by careful observation. Theoretical considerations, however, clearly show that mathematical speaking and conversation in teaching-learning situations are highly complex social structures comprising many preconditions. Communication does not generate direct understanding and the object of communication--mathematics--is, as knowledge of abstract relations, not directly accessible. The learning agents--the teacher and students in the mathematics classroom--have to cope with these difficulties in a way of reciprocal actions between social communication and individual consciousness.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A