id: 06145638
dt: j
an: 2013b.00270
au: Roth, Wolff-Michael
ti: Mathematical learning, the unseen and the unforseen.
so: Learn. Math. 32, No. 3, 15-21 (2012).
py: 2012
pu: FLM Publishing Association, Fredericton, NB
la: EN
cc: C72 C32
ut: learning; phenomenology; arithmetic; elementary school mathematics; grade
    4; elementary school students
ci: 
li: http://flm-journal.org/index.php?do=details&lang=en&vol=32&num=3&pages=15-21
ab: Summary: To learn means coming to know something new at the end of, or
    subsequent to, a (learning) process. Because students do not yet know
    at the beginning of the process what they will know subsequent to the
    process, they cannot actively orient towards the object of learning. In
    this article, I propose a phenomenological perspective that theorizes
    learning in terms of the unseen (future knowledge) that arises as
    something unforseen. The perspective is developed with materials from
    an algebra lesson for fourth-grade students. I conclude that this
    approach requires addressing the pathic and affective dimensions in and
    of learning.
rv: