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Remythologizing Mystery in Mathematics: Teaching for Open Landscapes versus Concealment
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-1897-7322
Faculty of Education, University of New Brunswick, Fredericton, E3B 5A3, NB, Canada.
2018 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 8, no 2Article in journal (Refereed) Published
Abstract [en]

Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics-the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students' navigation to the "special" knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery-uncovering the concealed.

Place, publisher, year, edition, pages
MDPI, 2018. Vol. 8, no 2
Keywords [en]
mathematics education, myth, mystery, abstraction, popularization, discourses
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:mau:diva-2877DOI: 10.3390/educsci8020041ISI: 000436493600003Scopus ID: 2-s2.0-85061190136Local ID: 26634OAI: oai:DiVA.org:mau-2877DiVA, id: diva2:1399677
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-06-17Bibliographically approved

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Andersson, Annica

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