Doing|mathematics: analysing data with/in an enactivist-inspired approach

Show simple item record Maheux, Jean-Francois en Proulx, J en 2017-07-19T23:27:38Z en 2015-04 en
dc.identifier.citation ZDM 47(2):211-221 Apr 2015 en
dc.identifier.issn 1863-9690 en
dc.identifier.uri en
dc.description.abstract In this paper, we emphasize the methodological challenges of analyzing data with/in an enactivist framework in which (1) all knowing is doing is being, while focusing on, (2) how an entry by the observer transforms usual ways of analyzing data. In this sense, the association of knowing with doing suggests a shift in attention away from what students might “know” toward attending to the active, dynamic, enacted mathematical activity as knowing, bringing to bear the local and emergent character of the mathematical activity. In addition to illustrating data analysis along those lines, we discuss the methodological significances and challenges of, and paradigm shifts required for, replacing questions of knowledge and acquisition with ones that concern mathematical doing alone. en
dc.publisher Springer Verlag en
dc.relation.ispartofseries ZDM en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Doing|mathematics: analysing data with/in an enactivist-inspired approach en
dc.type Journal Article en
dc.identifier.doi 10.1007/s11858-014-0642-7 en
pubs.issue 2 en
pubs.begin-page 211 en
pubs.volume 47 en
dc.rights.holder Copyright: Springer Verlag en
pubs.end-page 221 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 624071 en
dc.identifier.eissn 1863-9704 en
pubs.record-created-at-source-date 2017-07-20 en 2014-10-18 en

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