Mathematics Education and Language

Interpreting Hermeneutics and Post-Structuralism

  • Tony Brown

Part of the Mathematics Education Library book series (MELI, volume 20)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Introduction

  3. Experiencing Mathematics

  4. The Classroom Environment

    1. Front Matter
      Pages 99-102
    2. Pages 103-131
  5. The Teacher’s Perspective

    1. Front Matter
      Pages 157-158
  6. Conclusion

    1. Front Matter
      Pages 212-213
    2. Pages 214-243
  7. Back Matter
    Pages 244-270

About this book


`Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasise the importance of language in understanding societies and individuals functioning within them; important developments which have been under-utilised by researchers in mathematics education. This book reaches out to contemporary work in these broader fields; drawing on original sources in key areas such as Gadamer and Ricoeur's development of hermeneutics, Habermas' work in critical social theory, Schutz's social phenomenology, Saussure's linguistics and the post-structuralist analysis of Derrida, Foucault and Barthes. Through examining the writings of these major thinkers it is shown how language is necessarily instrumental in developing mathematical understanding; but a language that is in a permanent state of becoming, resisting stable connections to the ideas it locates. The analysis offered extends from children doing mathematics to teachers inspecting and developing their own professional practices.'


Mathematica education function mathematics philosophy

Authors and affiliations

  • Tony Brown
    • 1
  1. 1.Didsbury School of EducationThe Manchester Metropolitan UniversityUK

Bibliographic information