Publikationer från Malmö universitet
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Remythologizing Mystery in Mathematics: Teaching for Open Landscapes versus Concealment
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.ORCID-id: 0000-0003-1897-7322
Faculty of Education, University of New Brunswick, Fredericton, E3B 5A3, NB, Canada.
2018 (engelsk)Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 8, nr 2Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
MDPI, 2018. Vol. 8, nr 2
Emneord [en]
mathematics education, myth, mystery, abstraction, popularization, discourses
HSV kategori
Identifikatorer
URN: urn:nbn:se:mau:diva-2877DOI: 10.3390/educsci8020041ISI: 000436493600003Scopus ID: 2-s2.0-85061190136Lokal ID: 26634OAI: oai:DiVA.org:mau-2877DiVA, id: diva2:1399677
Tilgjengelig fra: 2020-02-28 Laget: 2020-02-28 Sist oppdatert: 2024-06-17bibliografisk kontrollert

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Andersson, Annica

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