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dc.contributor.authorBailey, Judy
dc.contributor.authorTaylor, Merilyn
dc.date.accessioned2012-03-27T02:59:03Z
dc.date.available2012-03-27T02:59:03Z
dc.date.issued2010
dc.identifier.citationBailey, J. & Taylor, M. (2010). Conceptions, language, culture and mathematics and the New Zealand curriculum. Waikato Journal of Education, 15(3), 131-140.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6152
dc.description.abstractIn this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.rights© 2010 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectconceptions of mathematicsen_NZ
dc.subjectcurriculumen_NZ
dc.subjectmathematics educationen_NZ
dc.titleConceptions, language, culture and mathematics and the New Zealand curriculum.en_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.15663/wje.v15i3.87
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page131en_NZ
pubs.elements-id35620
pubs.end-page140en_NZ
pubs.issue3en_NZ
pubs.volume15en_NZ


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