Klein, Mary (2002) A poststructuralist perspective on the productive power of process in mathematics education: practical implications for pedagogy and research. In: Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia (1) pp. 390-397. From: Mathematics Education in the South Pacific, 7-10 July 2002, Auckland, New Zealand.

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Abstract

What would it mean for mathematics education in the twenty-first century were teachers and researchers to take even more seriously, to interrogate more carefully, the productive power of the learning process? While the importance of the cognitive aspects of process in the construction of robust mathematical understandings and relationships is well appreciated and articulated in teaching and research, its constitutive force has largely been ignored. In this paper I use the poststructuralist notion of the productive, constitutive force of the process of coming to know in mathematics to (a) extend current understandings of how the teaching/learning processes of the classroom influence participation, knowledge growth and mathematical identity, and (b) contemplate the practical implications of this potentially generative force with regard to instructional practice and further research. The paper is framed by the poststructuralist notion that the ability and inclination to engage in mathematical reasoning and inquiry is not a personal attribute or skill but discursively produced.

Item ID:	14627
Item Type:	Conference Item (Research - E1)
ISBN:	978-0-86869-048-3
Keywords:	learning processes; pedagogy
Date Deposited:	20 Sep 2017 01:46
FoR Codes:	13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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