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ERIC Number: EJ850965
Record Type: Journal
Publication Date: 2009-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
Re-Mythologizing Mathematics through Attention to Classroom Positioning
Wagner, David; Herbel-Eisenmann, Beth
Educational Studies in Mathematics, v72 n1 p1-15 Sep 2009
With our conceptualization of Harre and van Langenhove's (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to change the way mathematics is done and the way it is taught.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A