Noss, Richard (2001) For a learnable mathematics in the digital cultures. Educational Studies in Mathematics, 48 (1). pp. 21-46. ISSN 0013-1954 (print); 1573-0816 (electronic)
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Abstract
I begin with some general remarks concerning the co-evolution of representational forms and mathematical meanings. I then discuss the changed roles of mathematics and novel representations that emerge from the ubiquity of computational models, and briefly consider the implications for learning mathematics. I contend that a central component of knowledge required in modern societies involves the development of a meta-epistemological stance – i.e. developing a sense of mechanism for the models that underpin social and professional discourses. I illustrate this point in relation to recent research in which I am investigating the mathematical epistemology of engineering practice. Finally, I map out one implication for the design of future mathematical learning environments with reference to some data from the "Playground Project".
| Item Type: | Article |
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| Additional Information: | The original publication is available at www.springerlink.com |
| Uncontrolled Keywords: | Representations; mathematical epistemology; culture; computers; meta-epistemological stance; situated abstraction. |
| Subjects: | Departments > London Knowledge Lab |
| Depositing User: | IOE Repository Editor (1) |
| Date Deposited: | 17 Mar 2010 13:49 |
| Last Modified: | 26 Jun 2012 22:27 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1733 |
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