id: 06502957
dt: a
an: 2015f.00248
au: Díez-Palomar, Javier
ti: Working with adults: a commentary.
so: 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).
py: 2015
pu: Cham: Springer
la: EN
cc: D17 D18 C60
ut: horizontal discourse; egalitarian dialogue; democratic thinking;
mathematics modelling; transferability
ci: ME 2015f.00182; ME 2015f.00922
li: doi:10.1007/978-3-319-15410-7_7
ab: 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.
rv: