id: 06194254
dt: j
an: 2013e.00201
au: Brown, Tony; Heywood, David; Solomon, Yvette; Zagorianakos, Andonis
ti: Experiencing the space we share: rethinking subjectivity and objectivity.
so: ZDM, Int. J. Math. Educ. 45, No. 4, 561-572 (2013).
py: 2013
pu: Springer, Berlin/Heidelberg
la: EN
cc: D20 C30 C40 G20
ut: objectivity; subjectivity; spatial awareness; Badiou
ci:
li: doi:10.1007/s11858-012-0478-y
ab: Summary: Mathematics in schools exists substantially as pedagogical
material crafted for supposed modes of apprehension. But of course such
apprehension depends on how we understand mathematical objects and how
we understand human subjects. The apprehension of mathematical objects
is examined through sessions with student teachers researching their
own spatial awareness from a pedagogical point of view. The paper is
guided by the recent work of Alain Badiou whose philosophical model
develops a Lacanian conception of human subjectivity and defines a new
conception of objectivity. In this model the conception of subjectivity
comprises a refusal to allow humans to settle on certain self-images
that have fuelled psychology and set the ways in which humans are seen
as apprehending the mathematically defined world. The assertion of an
object, meanwhile, is associated with finding a place for it in a given
supposed world, and it may reconfigure that world. The composite model
understands learning as shared participation in renewal where there is
a mutual dependency between the growth of human subjects and of
mathematical objects. Renewal is referenced to a diversity of ever
shifting discursive parameters that enable learning through negotiating
the spaces within which we operate and the objects those spaces allow.
Learning to teach then comprises developing sensitivity towards the
discursive spaces that allow others to build objects. The paper
provides examples from teacher education activities centred in
addressing these concerns.
rv: