The emerging and emergent present: a view on the indeterminate nature of mathematics lessons

Roth, Wolff-Michael et Maheux, Jean-François (2014). « The emerging and emergent present: a view on the indeterminate nature of mathematics lessons ». Mathematics Education Research Journal, 26(2), pp. 325-352.

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Résumé

The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of emergence. After providing an exemplifying description and analysis of an episode from a second-grade mathematics classroom studying three-dimensional geometry, we discuss implications for theoretical and classroom praxis in mathematics education, especially for the curriculum planning and the preparation, training, and enhancement of teachers of mathematics.

Type:	Article de revue scientifique
Mots-clés ou Sujets:	Emergence, indeterminacy, witness, intention, intuition, excess, sociality
Unité d'appartenance:	Faculté des sciences > Département de mathématiques
Déposé par:	Jean-François Maheux
Date de dépôt:	21 mars 2016 14:23
Dernière modification:	20 avr. 2016 19:59
Adresse URL :	http://archipel.uqam.ca/id/eprint/7990

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