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Doing|mathematics: analysing data with/in an enactivist-inspired approach

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Abstract

In this paper, we emphasize the methodological challenges of analyzing data with/in an enactivist framework in which (1) all knowing is doing is being, while focusing on, (2) how an entry by the observer transforms usual ways of analyzing data. In this sense, the association of knowing with doing suggests a shift in attention away from what students might “know” toward attending to the active, dynamic, enacted mathematical activity as knowing, bringing to bear the local and emergent character of the mathematical activity. In addition to illustrating data analysis along those lines, we discuss the methodological significances and challenges of, and paradigm shifts required for, replacing questions of knowledge and acquisition with ones that concern mathematical doing alone.

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Notes

  1. We say “what has been termed enactivism” because there is no single main source for this discourse on cognition. In fact, one of the main sources of inspiration for people who call themselves enactivists is the work of Maturana. Ironically, we would be surprised if Maturana would accept being called an enactivist (for various reasons).

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  1. Université du Québec à Montréal, Montreal, Canada

    Jean-François Maheux & Jérôme Proulx

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  1. Jean-François Maheux
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  2. Jérôme Proulx
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Correspondence to Jérôme Proulx.

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Maheux, JF., Proulx, J. Doing|mathematics: analysing data with/in an enactivist-inspired approach. ZDM Mathematics Education 47, 211–221 (2015). https://doi.org/10.1007/s11858-014-0642-7

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