Developing "deliberate analysis" for learning mathematics and for mathematics teacher education: how the enactive approach to cognition frames reflection

Research output: Contribution to journalArticle (Academic Journal)

15 Citations (Scopus)

Abstract

We illustrate and exemplify how the idea of reflection is framed by the enactive concept of "deliberate analysis". In keeping with this frame, we do not attempt to define reflection but rather work on the question of “how do we do reflecting?” within such a frame. We set out our enactivist theoretical stance, in particular pointing to implications for how we can learn from experience and showing the role of "deliberate analysis". We then describe, drawing on education literature, what is generally seen as the purpose of reflection and review some existing conceptualizations in mathematics education, pointing out where we draw distinctions. To illustrate how we do reflecting, we offer excerpts from two lessons of an expert teacher and the writing of a prospective teacher. We exemplify how reflecting as deliberate analysis leads to a way of working with teachers supporting them in handling multiple views and ambiguity, their actions being contingent upon their students' actions in learning mathematics.
Translated title of the contributionDeveloping "deliberate analysis" for learning mathematics and for mathematics teacher education: how the enactive approach to cognition frames reflection
Original languageEnglish
Pages (from-to)217 - 231
Number of pages15
JournalEducational Studies in Mathematics
Volume80
Issue number1-2
DOIs
Publication statusPublished - Apr 2012

Bibliographical note

Publisher: Springer
Other identifier: Nos 1-2
Other: Special Issue: Mathematics Education and Contemporary Theory

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