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## Language and "subjectivity" in the mathematics classroom

pp. 169-190

# Abstrakt

The context for much — though not all^{1} — learning and problem solving in mathematics is the mathematics classroom at school. To talk about the culture of the classroom is already a move away from 'scientific" views which would see the important functions and activities of the classroom as able to be directed according to their criteria of rationality, of understanding, and of what is to count as knowledge. The questioning of these views has had diverse effects: sometimes, a complete rejection of them, unveiling in the process the power relations that such claims to scientificity (e.g, the claim of mathematics to universal applicability) support; at other times, the recognition that the condition of any tradition, including the scientific, is a more or less unified meaning which keeps getting heard anew and reformulated. In this second view, what supports *and* delimits the possibilities of teaching and learning is the *culture* of the classroom. This culture is what makes the activities and the tasks, e.g. problems to solve, *meaningful* — in one way or another.

# Publication details

Published in:

Lerman Stephen (1994) *Cultural perspectives on the mathematics classroom*. Dordrecht, Springer.

Seiten: 169-190

DOI: 10.1007/978-94-017-1199-9_11

Referenz:

Evans Jeff, Tsatsaroni Anna (1994) „Language and "subjectivity" in the mathematics classroom“, In: S. Lerman (ed.), * Cultural perspectives on the mathematics classroom*, Dordrecht, Springer, 169–190.