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- W4313376089 abstract "In this contribution, I present an inquiry that was prompted by an empirical observation that emerged in interviews with student-teachers: Speaking about their beliefs about mathematics and its teaching and learning was disrupted by expressions of unease about popular myths related to their future profession and the current status of the relation between mathematics and society. Based on a theoretical position of the subject-scientific approach, that also vague feelings – such as unease – entail the potential to gain further insights into the object at stake, I analysed its potential for learning. Since the unease is related to beliefs, I take a closer look at, and formulate a critique of, current trends in belief research and their practical implications. Instead of repeatedly designing more teaching interventions for students to align with certain beliefs along the way, I propose to understand the unease as a starting point for an intentional and collaborative learning process of mathematics education scholars and students." @default.
- W4313376089 created "2023-01-06" @default.
- W4313376089 creator A5054213028 @default.
- W4313376089 date "2022-01-01" @default.
- W4313376089 modified "2023-10-16" @default.
- W4313376089 title "The Unease About the Mathematics-Society Relation as Learning Potential" @default.
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- W4313376089 doi "https://doi.org/10.1007/978-3-031-14175-1_3" @default.
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