@inbook {MATHEDUC.06502957,
author = {D\'{\i}ez-Palomar, Javier},
title = {Working with adults: a commentary.},
year = {2015},
booktitle = {Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012},
isbn = {978-3-319-15409-1},
pages = {131-140},
publisher = {Cham: Springer},
doi = {10.1007/978-3-319-15410-7_7},
abstract = {Summary: The commentary on the chapters of {\it G. E. FitzSimons} [in: Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer. 99--115 (2015; ME 2015f.00182)] and of {\it V. H. Giusti de Souza} et al. [in: Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer. 117--130 (2015; ME 2015f.00922)] reconsiders the distinction between `horizontal discourse' and `vertical discourse' to reflect on possible relationships between mathematics and meaningful contexts. By drawing on various sociological traditions the importance of these relationships for the design of `democratic mathematical activities' is emphasized.},
msc2010 = {D17xx (D18xx C60xx)},
identifier = {2015f.00248},
}