Volume 15 · Number 1 · Pages 67–69
Interacting with Other People’s Boundaries, Remainders, and Static Enclosures

Volkan Sevim

Log in download the full text in PDF

> Citation > Similar > References > Add Comment


Open peer commentary on the article “Problematizing: The Lived Journey of a Group of Students Doing Mathematics” by Robyn Gandell & Jean-François Maheux. Abstract: In this commentary, I point to a few ways that Gandell and Maheux’s important work on problem posing|solving could be further extended. I also offer some pedagogical insights that tie the authors’ ideas to my own experiences as an educator and researcher.

Handling Editor: Alexander Riegler


Sevim V. (2019) Interacting with other people’s boundaries, remainders, and static enclosures. Constructivist Foundations 15(1): 67–69. https://constructivist.info/15/1/067

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)


Cifarelli V. V. & Sevim V. (2015) Problem posing as re-formulation and sense-making within problem solving. In: Singer F. M. & Ellerton N. & Cai J. (eds.) Mathematical problem posing: From research to effective practice. Springer, New York: 177–194. ▸︎ Google︎ Scholar
Ingold T. (2009) Against space: Place, movement, knowledge. In: Kirby P. W. (ed.) Boundless worlds: An anthropological approach to movement. Berghahn Books, New York: 29–43. ▸︎ Google︎ Scholar
Proulx J. & Maheux J. F. (2017) From problem-solving to problem-posing, and from strategies to laying down a path in solving – Taking on Varela’s ideas for mathematics education research. Constructivist Foundations 13(1): 160–167 https://constructivist.info/13/1/160
Sevim V. & Cifarelli V. V. (2013) The co-evolution of problem posing and problem solving in the course of Sarah’s on-going solution activity. In: Lindmeier A. M. & Heinze A. (eds.) Proceedings of the annual meeting of the international group for the psychology of mathematics education. Volume 5. PME, Kiel: 165. ▸︎ Google︎ Scholar
Sfard A. (1991) On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics 22(1): 1–36. ▸︎ Google︎ Scholar

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.