# Re-animating the mathematical concept: A materialist look at students practicing mathematics with digital technology

## Main Article Content

## Abstract

This paper proposes a philosophical approach to the mathematical engagement involving students and a digital tool. This philosophical proposal aligns with other theories of learning that have been implemented in mathematics education but rearticulates some metaphors so as to promote insight and ideas to further support continued investigations into the learning of mathematics. In particular, this philosophical proposal takes seriously the notion that a priori to activity, there are no objects which in turn challenge the notions of intention, affordance and/or representation. To exemplify this perspective, two episodes of grade nine students using a dynamic geometry software are analysed to elaborate how mathematics can be seen to emerge from working with a tool.

## Article Details

*Frontline Learning Research*,

*5*(1), 43–57. https://doi.org/10.14786/flr.v5i1.229

FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

## References

Arzarello, F., Olivero, F., Paola, D., & Robutti, O. (2002). A cognitive analysis of dragging practises in Cabri environments. Zentralblatt für Didaktik der Mathematik, 34(3), 66-72.

Balacheff, N. (1988). Aspects of proof in pupils’ practice of school mathematics. In D. Pimm (Ed.), Mathematics, teachers and children. p. 216-235. London: Hodder & St.

Barad, Karen. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, N.C.: Duke University Press.

Bartolini Bussi, M. G., & Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom: artifacts and signs after a Vygotskian perspective. In L. D. English (Ed.), Bussi, M. B., Jones, G. A., Lesh, R. A., Sriraman, B. (Assoc. Eds.), Handbook of international research in mathematics education. New York: Routledge.

Boaler, Jo. (2002). The development of disciplinary relationships: knowledge, practice and identity in mathematics classrooms. For the learning of mathematics 22(1), p. 42-47.

Châtelet, G. (2000). Figuring space: Philosophy, mathematics and physics. Dordrecht, The Netherlands: Kluwer.

Davis, R. B., Maher, C. A. & Noddings, N. (1990). Constructivist Views on the Teaching and Learning of Mathematics. Journal for Research in Mathematics Education: Monograph No. 4. pp. 1-3+195-210.

de Freitas, E. & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge University Press.

Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. London: Routledge.

Jackiw, N. (2001). The geometer’s sketchpad. Emeryville, CA: Key Curriculum Press.

Mazzei, L. (2014). Beyond an Easy Sense: A Diffractive Analysis. Qualitative Inquiry, 20(6), 742–746.

Nemirovsky, R., Kelton, M. L. & Rhodehamel, B. (2013). Playing mathematical instruments: Emerging perceptuomotor integration with an interactive mathematics exhibit. Journal for Research in Mathematics Education, 44(2), 372–415.

Pickering, A. (1995). The Mangle of Practice: Time, agency, and science. Chicago: The university of Chicago Press.

Roth. W-M., & Radford, L. (2011). A cultural historical perspective on mathematics teaching and learning. Sense publishers.

Rotman, B. (2008). Becoming beside ourselves: the alphabet, ghosts, and distributed human being. Duke University Press, London.

Wagner, D. (2004). Silence and voice in the Secondary mathematics classroom. (unpublished doctoral dissertation, University of Alberta, Edmonton, Canada).

Waltz, S. (2006). Nonhumans unbound: Actor-Network theory and the reconsideration of “things”. In educational foundations, Summer-Fall.

Whitehead, A. N. (1978). Process and reality. New York: The Free Press.