Remythologizing Mystery in Mathematics : Teaching for Open Landscapes versus Concealment

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Remythologizing Mystery in Mathematics : Teaching for Open Landscapes versus Concealment

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Publication Article, peer reviewed scientific
Title Remythologizing Mystery in Mathematics : Teaching for Open Landscapes versus Concealment
Author Andersson, Annica ; Wagner, David
Date 2018
English abstract
Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics-the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students' navigation to the "special" knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery-uncovering the concealed.
DOI https://doi.org/10.3390/educsci8020041 (link to publisher's fulltext.)
Link https://doi.org/10.3390/educsci8020041 .Icon
Publisher MDPI
Host/Issue EDUCATION SCIENCES;2
Volume 8
ISSN 2227-7102
Language eng (iso)
Subject mathematics education
myth
mystery
abstraction
popularization
discourses
Humanities/Social Sciences
Research Subject Categories::MATHEMATICS
Handle http://hdl.handle.net/2043/26634 Permalink to this page
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