Creating and knowing mathematics through language and experience

Brown, Tony (1994) Creating and knowing mathematics through language and experience. Educational Studies in Mathematics, 27 (1). pp. 79-100. ISSN 0013-1954

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Official URL: https://link.springer.com/article/10.1007/BF012845...

Abstract

The radical constructivist assertion that the student constructs his or her own knowledge as opposed to receiving it ldquoready maderdquo echoes the classical debate as to whether the human subject constitutes the world or is constituted by it. This paper shows how the philosophical traditions of post-structuralism and hermeneutic phenomenology offer approaches to effacing this dichotomy and how this forces a re-assertion of the teacher's role in the student's constructing of mathematical knowledge. It is also shown how hermeneutic phenomenology provides an opportunity to ground constructivist mathematical thinking in the material qualities of the world.

Item Type:	Article
Peer-reviewed:	Yes
Date Deposited:	01 Mar 2010 14:26
Publisher:	Springer
Additional Information:	This is a post-peer-review, pre-copyedit version of an article published in Educational Studies in Mathematics. The final authenticated version is available online at: http://dx.doi.org/10.1007/BF01284529.
Divisions:
URI:	https://e-space.mmu.ac.uk/id/eprint/93290
DOI:	https://doi.org/10.1007/BF01284529
ISSN	0013-1954

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