Publication Date

2018

Abstract

This paper presents a new theoretical viewpoint blended from the perspectives that mathematical meaning is extracted (from objects falling under a particular concept) and that mathematical meaning is given (to objects that an individual interacts with). It is elaborated that neither uni-directional framing (whether involving extracting meaning or giving meaning) provides a comprehensive account of the complex emergence of evolving forms of meaning. It is argued for a framing that construes sense-making in mathematics as dialogical: where what meaning one extracts is a function of what meaning is given to, and vice versa.

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Open Access Conference Paper

Access Rights

Open Access

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