The stakes of movement: A dynamic approach to mathematical thinking

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Show simple item record Roth, W-M en Maheux, Jean-Francois en 2017-07-20T00:03:28Z en 2015-05-27 en
dc.identifier.citation Curriculum Inquiry 45(3):266-284 27 May 2015 en
dc.identifier.issn 1467-873X en
dc.identifier.uri en
dc.description.abstract Standard approaches to thinking in the mathematics curriculum depict it as the result of some stable constructions in the mind of the person, constructions that are the results of individual efforts in the mind of subjects or of collective efforts that are then appropriated by and into the mind of individuals. Such work does not appreciate what Vygotsky actually said about thought: that it is one part of a self-moving flow that relates to another part, speaking, without that one can be reduced to the other or the whole. Grounded in the works of Châtelet, Badiou and others, we exhibit the movement of thinking in a case study of graphing. In our account, there is a primacy of the Saying and drawing over their traces, the Said and the graph. en
dc.publisher John Wiley & Sons Inc. en
dc.relation.ispartofseries Curriculum Inquiry 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 The stakes of movement: A dynamic approach to mathematical thinking en
dc.type Journal Article en
dc.identifier.doi 10.1080/03626784.2015.1031629 en
pubs.issue 3 en
pubs.begin-page 266 en
pubs.volume 45 en
dc.rights.holder Copyright: John Wiley & Sons Inc. en
pubs.end-page 284 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 624072 en
dc.identifier.eissn 1467-873X en
pubs.record-created-at-source-date 2017-07-20 en 2015-05-22 en

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