Accounting for situated experience in socio-cultural-historical inquiry: Bakhtinian utterance in a mathematics classroom
2010 (English)In: Proceedings of the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, 3-5 June 2009, Stockholm, Sweden / [ed] Karin Junefelt, Pia Nordin, Stockholm: Department of Scandinavian Languages, Stockholm University , 2010, 148-156 p.Conference paper (Refereed)
This paper discusses two cases of instruction from within a mathematics classroom, in which the situated experience of participants is informed using Bakhtinian utterance as analytical construct. The first illustrates situatedness and shared reference between teachers and students in the social speech of the classroom, with reference to the generic ‘When we multiply, we add’ in the teaching-learning of exponents. The second discusses the sharing of experience and the shaping of reason by students solving a problem as a group, in relation to a graph depicting the movement of an elevator between two floors where the word ‘stop’ is used to both convince and be convinced by the other. Located within a socio-cultural-historical study and accounting for the materiality of language in which individual intention, meaning and experience is populated, a Bakhtinian analysis enables access to both individual and collective thinking. This approach in turn informs the nature of active knowing in the teaching-learning of mathematics and its authoritative word.
Place, publisher, year, edition, pages
Stockholm: Department of Scandinavian Languages, Stockholm University , 2010. 148-156 p.
IdentifiersURN: urn:nbn:se:umu:diva-31857ISBN: 91-86762-6-xOAI: oai:DiVA.org:umu-31857DiVA: diva2:297928
The Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin in Stockholm University, Sweden