Bakhtinian Dialogue and Hegelian Dialectic in Mathematical and Professional Education [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Williams, Julian; Ryan, Julie
Titel	Bakhtinian Dialogue and Hegelian Dialectic in Mathematical and Professional Education [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Teaching Methods; Dialogs (Language); Educational Philosophy; Faculty Development; Lesson Plans; Teacher Attitudes; Researchers; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Bildungsphilosophie; Erziehungsphilosophie; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	We argue that the distinction between dialogue (after Bakhtin) and dialectic (after Hegel, Marx, Vygotsky), that Matusov has previously highlighted, is of key importance to mathematics education. According to Matusov, for Bakhtin these concepts are incommensurable since dialectics implies and the dialogism denies telos (a target). In this essay we argue that mathematical dialogue can and should have teleology Matusov says is implied by dialectics. Thus a good dialogue might involve mathematical (or professional) negation and sublation, providing the dialectic for mathematical (or professional) 'progress' and development. To make this concrete, we illustrate the argument with a lesson study in which progress emerging from dialogues is interpreted in dialectical terms. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01