Communicating ‘nots’: A journey in mathematics education

Research output: Contribution to journalArticle (Academic Journal)

Abstract

This article is about communicating what is “not” said when something is said, or, what is not observed when something is observed by an observer. I have come to believe it is powerful and particularly relevant to mathematics education to engage in “seeing ‘nots’” (Brown, 2015, p.194) and to communicate about them. I have collaborated with Laurinda Brown since 1996, in overlapping phases of work: being a research subject; collaboration within a classroom; supporting my practitioner research (as a Master’s and then PhD student); co-researching on funded projects; co-observing prospective teachers; co-teaching on a teacher education course; co-supervising PhD students. Laurinda describes herself as observing nots, in all these contexts. I have only slowly come to realise what it might mean to attend to what is not being said by a learner and what this might afford. And so, in this article, I firstly set out a theoretical position about some features of communication. I then offer three illustrative stories of communicating nots, chosen from across as wide a span of mathematics education as I have been involved with: a mathematics classroom; working with a prospective mathematics teacher; working with in-service mathematics teachers on using video.
Original languageEnglish
Pages (from-to)15-20
Number of pages6
JournalFor the Learning of Mathematics
Volume40
Issue number0
Publication statusPublished - 2 Mar 2020

Structured keywords

  • SoE Centre for Teaching Learning and Curriculum

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