Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

Researchers' Descriptions and the Construction of Mathematical Thinking

Richard Barwell
Educational Studies in Mathematics
Vol. 72, No. 2 (Nov., 2009), pp. 255-269
Published by: Springer
Stable URL: http://www.jstor.org/stable/40284621
Page Count: 15
  • Download ($43.95)
  • Cite this Item
Researchers' Descriptions and the Construction of Mathematical Thinking
Preview not available

Abstract

Research in mathematics education is a discursive process: It entails the analysis and production of texts, whether in the analysis of what learners say, the use of transcripts, or the publication of research reports. Much research in mathematics education is concerned with various aspects of mathematical thinking, including mathematical knowing, understanding and learning. In this paper, using ideas from discursive psychology, I examine the discursive construction of mathematical thinking in the research process. I focus, in particular, on the role of researchers' descriptions. Specifically, I examine discursive features of two well-known research papers on mathematical thinking. These features include the use of contrast structures, categorisation and the construction of facts. Based on this analysis, I argue that researchers' descriptions of learners' or researchers' behaviour and interaction make possible subsequent accounts of mathematical thinking.

Page Thumbnails

  • Thumbnail: Page 
[255]
    [255]
  • Thumbnail: Page 
256
    256
  • Thumbnail: Page 
257
    257
  • Thumbnail: Page 
258
    258
  • Thumbnail: Page 
259
    259
  • Thumbnail: Page 
260
    260
  • Thumbnail: Page 
261
    261
  • Thumbnail: Page 
262
    262
  • Thumbnail: Page 
263
    263
  • Thumbnail: Page 
264
    264
  • Thumbnail: Page 
265
    265
  • Thumbnail: Page 
266
    266
  • Thumbnail: Page 
267
    267
  • Thumbnail: Page 
268
    268
  • Thumbnail: Page 
269
    269