Abstract
This paper uses a textual analysis of two documents prepared by the mathematics community and the mathematics education research community to the National Numeracy Review in 2007 to uncover and compare knowledge legitimation within these two fields. The paper shows that knowledge within these disciplines is based on different epistemic devices, and hence that debates surrounding mathematics education arise, at least in part, from differing ways of viewing knowledge.
| Original language | English |
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| Title of host publication | Navigating currents and charting directions: MERGA Conference Proceedings 2008 |
| Editors | Merrilyn Goos, Ray Brown, Katie Maker |
| Place of Publication | Adelaide |
| Publisher | MERGA |
| Pages | 523-530 |
| Number of pages | 8 |
| Volume | 2 |
| ISBN (Print) | 9781920846176 |
| Publication status | Published - 2008 |
| Event | 31st annual conference of Mathematics Education Research Group of Australasia - Brisbane, Australia Duration: 28 Jun 2008 → 1 Jul 2008 |
Conference
| Conference | 31st annual conference of Mathematics Education Research Group of Australasia |
|---|---|
| Country/Territory | Australia |
| City | Brisbane |
| Period | 28/06/08 → 1/07/08 |