The work of seeing mathematically

Wolff-Michael Roth

pp. 227-245

in: Swapna Mukhopadhyay, Wolff-Michael Roth (eds), Alternative forms of knowing (in) mathematics, Rotterdam, SensePublishers, 2012

Abstract

The reigning epistemologies in mathematics education take (visual) perception as an unproblematic phenomenon, assuming that students see (i.e., perceive and understand) the curriculum materials presented in the way that a knowing mathematics teacher/educator intends them to be seen (i.e., perceived and understood).