
06502957
a
2015f.00248
D\'{\i}ezPalomar, Javier
Working with adults: a commentary.
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 9783319154091/hbk; 9783319154107/ebook). Advances in Mathematics Education, 131140 (2015).
2015
Cham: Springer
EN
D17
D18
C60
horizontal discourse
egalitarian dialogue
democratic thinking
mathematics modelling
transferability
ME 2015f.00182
ME 2015f.00922
doi:10.1007/9783319154107_7
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. 99115 (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. 117130 (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.