Volume 15 · Number 1 · Pages 71–73
Problematizing as an Avatar of Mathematical Activity: Replications and Prospects

Jorge Soto-Andrade & Alexandra Yáñez-Aburto

Download the full text in
PDF (128 kB)

> Citation > Similar > References > Add Comment

Abstract

Open peer commentary on the article “Problematizing: The Lived Journey of a Group of Students Doing Mathematics” by Robyn Gandell & Jean-François Maheux. Abstract: We discuss mathematical problematizing as presented in the target article, the perspective of which we mostly share, and compare it with the case of in-service primary-school teachers engaged in the same mathematical activity. Also, we comment on related previous experimental research conducted in our research group, which suggests further developments in the spirit of the target article.

Handling Editor: Alexander Riegler

Citation

Soto-Andrade J. & Yáñez-Aburto A. (2019) Problematizing as an avatar of mathematical activity: Replications and prospects. Constructivist Foundations 15(1): 71–73. https://constructivist.info/15/1/071

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

References

Arnoux P. & Soto-Andrade J. (2019) From concrete to abstract and back: Representation and metaphor. In: Jankvist U. T., Van den Heuvel-Panhuizen M. & Veldhuis M. (eds.) Proceedings of CERME11. Freudenthal Institute, Utrecht University and ERME, Utrecht, in press. ▸︎ Google︎ Scholar
Banting N. & Simmt E. (2017) Problem drift: Teaching curriculum with(in) a world of emerging significance. In: Galindo E. & Newton J. (eds.) Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Hoosier Association of Mathematics Teacher Educators, Indianapolis IN: 693–700. https://files.eric.ed.gov/fulltext/ED581362.pdf
Brousseau G. & Warfield V. (2014) Didactic situations in mathematics education. In: Lerman S. (ed.) Encyclopedia of Mathematics Education. Springer, Berlin: 163–170. ▸︎ Google︎ Scholar
Brousseau G., Sarrazy B. & Novotna J. (2014) Didactic contract in mathematics education. In: Lerman S. (ed.) Encyclopedia of mathematics education. Springer, Berlin: 153–159. ▸︎ Google︎ Scholar
Diaz-Rojas D. & Soto-Andrade J. (2017) Enactive metaphors in mathematical problem solving. In: Doole T. & Gueudet G. (eds.) Proceedings of CERME10. DCU Institute of Education and ERME, Dublin: 3904–3911. ▸︎ Google︎ Scholar
Libedinsky N. & Soto-Andrade J. (2015) On the role of corporeality, affect and metaphoring in problem-solving. In: Felmer P., Pehkonen E. & Kilpatrick J. (eds.) Posing and solving mathematical problems: Advances and new perspectives. Springer, Cham: 53–67. ▸︎ Google︎ Scholar
Soto-Andrade J. & Yañez-Aburto A. (2019) Acknowledging the Ouroboros: An enactivist and metaphoric approach to problem solving. In: Felmer P., Koichu B. & Liljedahl P. (eds.) Problem solving in mathematics instruction and teacher professional development, Springer, Cham, in press. ▸︎ Google︎ Scholar
Soto-Andrade J. (2018) Enactive metaphorising in the learning of mathematics. In: Kaiser G., Forgasz H., Graven M., Kuzniak A., Simm E. & Xu B. (eds.) Invited lectures from the 13th International Congress on Mathematical Education. Springer, Cham: 619–638. ▸︎ Google︎ Scholar

Comments: 0

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