The Regulation of Spatial Perception

  • Tony Brown
Part of the Mathematics Education Library book series (MELI, volume 51)


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.


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.


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

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

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