\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2015f.00248}
\itemau{D\'{\i}ez-Palomar, Javier}
\itemti{Working with adults: a commentary.}
\itemso{Gellert, Uwe (ed.) et al., 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 (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 131-140 (2015).}
\itemab
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.
\itemrv{~}
\itemcc{D17 D18 C60}
\itemut{horizontal discourse; egalitarian dialogue; democratic thinking; mathematics modelling; transferability}
\itemli{doi:10.1007/978-3-319-15410-7\_7}
\end