The Regulation of Spatial Perception

Chapter
Part of the Mathematics Education Library book series (MELI, volume 51)

Abstract

In thinking mathematically, how does mathematics itself become something different? And how do we ourselves change? To unsettle the ground a little for later chapters, I commence with an exploration of these issues through considering extracts from a personal reflective diary work by a former student, Krista Bradford. The diary was created as a part of a research masters’ degree programme. The enquiry attended to the cross-cultural perception of mathematical concepts during some classroom research. Formerly a primary teacher in the United Kingdom, Krista was teaching mathematics to teenagers for Voluntary Services Overseas in Uganda. The research was carried out within a practitioner enquiry frame as part of a distance education course that I had initiated within a charity-funded project. As Krista had not worked on mathematics at this level since the end of her own schooling, she experienced a steep learning curve. This curve was made steeper as she became more aware of how mathematics was constructed in Ugandan schools. Its derivation from Western curricula compounded difficulties for the students she was teaching. Krista’s raised awareness of the cultural issues also brought into question her own agency within this development context. As a white person from the west she faced the challenge of mediating the externally defined demands of the western inspired curriculum and the more immediate educational needs of her students.

Keywords

Mathematical Concept Mathematical Object Ideal Object Planetary Movement Reflective Writing 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Badiou, A. (2009a). Logics of worlds. London: Continuum.Google Scholar
  2. Bartolini-Bussi, M., & Boni, M. (2003). Instruments for semiotic mediation in primary school classrooms. For the Learning of Mathematics, 23(2), 12–19.Google Scholar
  3. Bishop, A. (1988). Mathematical enculturation. Dordrecht: Kluwer.CrossRefGoogle Scholar
  4. Brown, T. (2001). Mathematics education and language: Interpreting hermeneutics and post-structuralism (Rev. 2nd ed.). Dordrecht: Kluwer.Google Scholar
  5. Brown, T. (2008d). Desire and drive in researcher subjectivity: The broken mirror of Lacan. Qualitative Inquiry, 14(4), 402–423.CrossRefGoogle Scholar
  6. Brown, T., Atkinson, D., & England, J. (2006). Regulative discourses in education: A Lacanian perspective. Bern, Switzerland: Peter Lang Publishers.Google Scholar
  7. Brown, T., & England, J. (2004). Revisiting emancipatory teacher research: A psychoanalytic perspective. British Journal of Sociology of Education, 25(1), 67–80.CrossRefGoogle Scholar
  8. Brown, T., & England, J. (2005). Identity, narrative and practitioner research. Discourse: Studies in the cultural politics of education, 26(4), 443–458.CrossRefGoogle Scholar
  9. Brown, T., & Jones, L. (2001). Action research and postmodernism: Congruence and critique. Buckingham: Open University Press.Google Scholar
  10. Brown, T., & McNamara, O. (2011). Becoming a mathematics teacher: Identity and identifications. Dordrecht: Springer.CrossRefGoogle Scholar
  11. Derrida, J. (1989). Edmund Husserl’s origin of geometry: An introduction. Lincoln: University of Nebraska Press.Google Scholar
  12. Derrida, J. (2005). Rogues: Two essays on reason. Stanford: Stanford University Press.Google Scholar
  13. Hallward, P. (2003). Badiou: A subject to truth. Minneapolis, MN: University of Minnesota Press.Google Scholar
  14. Husserl, E. (1936). The origin of geometry. In J. Derrida (Ed.), Edmund Husserl’s origin of geometry: An introduction. Lincoln, NE: University of Nebraska Press.Google Scholar
  15. Kline, M. (1962). Mathematics: A cultural approach. New York: Addison Wesley.Google Scholar
  16. Lacan, J. (1988). Seminar on “The purloined letter”. In J. Muller & W. Richardson (Eds.), The purloined Poe. Baltimore, MD: Johns Hopkins University Press.Google Scholar
  17. Luke, R. (2003). Signal event context: Trace technologies of the habit@online. Educational Philosophy and Theory, 35(3), 333–348.CrossRefGoogle Scholar
  18. Radford, L. (2003). On the epistemological limits of language. Mathematical knowledge and social practice in the Renaissance. Educational Studies in Mathematics, 52(2), 123–150.CrossRefGoogle Scholar
  19. Ricoeur, P. (1984). Time and Narrative (Vol. 1). Chicago, IL: Chicago University Press.CrossRefGoogle Scholar
  20. Ricoeur, P. (2006). Memory, history and forgetting. Chicago, IL: Chicago University Press.Google Scholar
  21. Smolin, L. (2007). The trouble with physics: The rise of string theory, the fall of a science, and what comes next. London: Houghton-Mifflin.Google Scholar
  22. Susskind, L. (2008). The black hole war: My battle with Stephen Hawking to make the world safe for quantum mechanics. London: Little Brown.Google Scholar
  23. Williams, R. (1983). Keywords. London: Flamingo.Google Scholar
  24. Wittgenstein, L. (1983). Philosophical investigations. Oxford: Basil Blackwell.Google Scholar
  25. Woit, P. (2006). Not even wrong: The failure of string theory and the search for unity in physical law. New York: Basic Books.Google Scholar
  26. Žižek, S. (2007). Interrogating the real. London: Continuum.Google Scholar
  27. Badiou, A. (2009b, March 24). Interview on BBC HARDtalk, broadcast on BBC TV News Channel.Google Scholar
  28. Barceló, C., Liberati, S., Sonego, S., & Visser, M. (2009, October). Black stars, not holes. Scientific American.Google Scholar
  29. Mason, J. (1994). Researching from the inside in mathematics education: Locating an I-You relationship’. In Proceedings of the eighteenth conference of the group on the psychology of mathematics education, University of Lisbon (Vol. 1, pp. 176–194). Extended version: Centre for Mathematics Education. Milton Keynes: Open University.Google Scholar
  30. Schubring, G. (2008). Processes of algebraization in the history of mathematics: The impact of signs. In L. Radford, G. Schubring, & F. Seeger (Eds.), (pp. 139–155).Google Scholar
  31. Gabriel, M., & Žižek, S. (2009). Mythology, madness and laughter. Subjectivity in German idealism. London: Continuum.Google Scholar
  32. Brown, T. (1996b). Creating data in practitioner research. Teaching and Teacher Education, 12(3), 261–270.CrossRefGoogle Scholar
  33. Brown, T., & Heywood, D. (2010). Geometry, subjectivity and the seduction of language: The regulation of spatial perception. Educational Studies in Mathematics.Google Scholar
  34. Derrida, J. (1994). The Specters of Marx, the State of the Debt, the Work of Mourning, and the New International. London: Routledge.Google Scholar
  35. Gattegno, C. (1973). The common sense of teaching mathematics. New York: Educational Solutions.Google Scholar
  36. Gattegno, C. (1988). The science of education. Part 2B: The awareness of mathematization. New York: Educational Solutions.Google Scholar
  37. Spyrou, P., Moutsios-Rentzos, A., & Triantafyllou, D. (2009). Teaching for the objectification of the Pythagorean Theorem. Proceedings of the 10th International Conference of the Mathematics Education into the 21 st Century Project (pp. 530–534). Dresden: MEC21.Google Scholar
  38. Kuhn, T. S. (1985). The Copernican revolution: Planetary astronomy and the development of western thought. Cambridge Massachusetts: Harvard University Press.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Manchester Metropolitan University, Education and Social Research InstituteDidsbury, ManchesterUK

Personalised recommendations