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The constitution of the nature of mathematics in the lecturing practices of three university mathematics teachers
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.ORCID iD: 0000-0002-4909-1914
2015 (English)In: Proceedings of the ninth congress of the European mathematical society for research in mathematics education / [ed] K. Krainer & N. Vondrova, 2015, 2263-2269 p.Conference paper, Published paper (Refereed)
Abstract [en]

The study reported in this paper investigates how notions of the nature of mathematical knowledge and mathematical objects are constituted through the teaching practices of three university mathematics teachers at a Swedish university. The data consists of video recorded lectures, and the analyses were informed by classifications presented by Lerman and Davis and Hersh. The results indicate that different epistemological and ontological positions are indeed constituted through the discourse. Although the discourse is generally highly objectified, the ways in which mathematical objects are introduced differ. Mostly the discourse was within an absolutist paradigm, but there were also examples of how the socio-historical nature of mathematical knowledge is emphasized.

Place, publisher, year, edition, pages
2015. 2263-2269 p.
Keyword [en]
Tertiary mathematics, university teaching, epistemology of mathematics, ontology of mathematics, mathematical discourse
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-25711OAI: oai:DiVA.org:hig-25711DiVA: diva2:1161726
Conference
The ninth congress of the European mathematical society for research in mathematics education
Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2017-11-30

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CiteExportLink to record
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Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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Language
  • sv-SE
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  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
  • rtf