Abstract
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 |
|---|---|
| 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 | Australia |
| City | Brisbane |
| Period | 28/06/08 → 1/07/08 |
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Speaking with different voices: Knowledge legitimation codes of mathematicians and mathematics educators. / Thornton, Steve.
Navigating currents and charting directions: MERGA Conference Proceedings 2008. ed. / Merrilyn Goos; Ray Brown; Katie Maker. Vol. 2 Adelaide : MERGA, 2008. p. 523-530.Research output: A Conference proceeding or a Chapter in Book › Conference contribution
TY - GEN
T1 - Speaking with different voices: Knowledge legitimation codes of mathematicians and mathematics educators
AU - Thornton, Steve
PY - 2008
Y1 - 2008
N2 - This paper uses a textual analysis of two documents prepared by the mathematics community and themathematics education research community to the National Numeracy Review in 2007 to uncover andcompare knowledge legitimation within these two fields. The paper shows that knowledge within thesedisciplines is based on different epistemic devices, and hence that debates surrounding mathematicseducation arise, at least in part, from differing ways of viewing knowledge.
AB - This paper uses a textual analysis of two documents prepared by the mathematics community and themathematics education research community to the National Numeracy Review in 2007 to uncover andcompare knowledge legitimation within these two fields. The paper shows that knowledge within thesedisciplines is based on different epistemic devices, and hence that debates surrounding mathematicseducation arise, at least in part, from differing ways of viewing knowledge.
M3 - Conference contribution
SN - 9781920846176
VL - 2
SP - 523
EP - 530
BT - Navigating currents and charting directions: MERGA Conference Proceedings 2008
A2 - Goos, Merrilyn
A2 - Brown, Ray
A2 - Maker, Katie
PB - MERGA
CY - Adelaide
ER -