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SUMMARY:“Exponential” as just “another word” to say “fast”? Fo
stering narratives about the intra-/extra- mathematical importance of math
ematics through connections within\, and across\, curriculum subjects - E
lena Nardi (School of Education and Lifelong Learning\, University of East
Anglia\, UK)
DTSTART;VALUE=DATE-TIME:20230208T163000Z
DTEND;VALUE=DATE-TIME:20230208T180000Z
UID:https://new.talks.ox.ac.uk/talks/id/13cf92ba-cc8a-4ec5-9a24-4c3a6d05b4
aa/
DESCRIPTION:While mathematics is seen as a sine qua non of curricula aroun
d the world\, emphasis on appreciating the importance of connections acros
s the topics that constitute the backbone of said curricula\, within and b
eyond mathematics\, is often limited (Yeoman et al.\, 2017\; Nardi\, 2017)
. In this paper\, I discuss the rarely tapped-into pedagogical potential o
f rapprochement and synergy amongst communities of mathematics teachers to
wards identifying said connections and incorporating them in students’ l
earning experiences. The theoretical underpinnings of the analyses I prese
nt are largely commognitive (Sfard\, 2008) – particularly constructs suc
h as: literate (e.g.\, mathematical) and colloquial (as in everyday\, publ
ic) discourses (ibid.\; p.118)\; and\, object-level learning (“growth i
n the number and complexity of endorsed narratives and routines” (Sfard\
, 2008\; p. 300) about mathematical objects) and meta-level learning (“c
hange in the metarules of the discourse” (ibid) about mathematics).\nI s
ee the incorporation of said connections in students’ learning experienc
es as fostering what I label (Nardi\, a\; b) as “fuel” (as opposed to
“fossil”) narratives about mathematics – with “fossil” denoting
often externally imposed reverence for a mathematical object\, yet alienat
ion from its meaning\, utility and purpose\; and\, ”fuel” denoting mea
ningful and empowering engagement with a variety of mathematical\, and oth
er\, “realisations” (Lavie et al.\, 2019) of a mathematical object. I
conjecture that incorporating connections in students’ learning experien
ces can support at least two – interrelated – goals\, one at object-le
vel and one at meta-level. I will describe and elaborate these conjectures
through evidence collected in studies I have recently been involved in (o
ne of which involves investigating student narratives about one mathematic
al object\, “exponential growth”\, that featured prominently in public
health announcements during the Covid-19 pandemic).\n \n \nBio\n \nElena
Nardi is Professor of Mathematics Education at the University of East Angl
ia (Norwich\, UK). She studied Mathematics in Thessaloniki (Greece) and Ma
thematics Education in Cambridge (MPhil) and Oxford (DPhil). Her monograph
Amongst Mathematicians: Teaching and Learning Mathematics at University L
evel was published by Springer in 2008. Her recent projects include the Br
itish Academy funded CAPTeaM project (Challenging Ableist Perspectives in
the Teaching of Mathematics). She leads the RME (Research in Mathematics E
ducation) Group at UEA and co-leads\, with Irene Biza\, the MathTASK resea
rch and development programme. She is member of the ESRC Peer Review Colle
ge and of the Coordinating Group of the International Network for Didactic
Research in University Mathematics (INDRUM). She is co-Editor in Chief of
Springer’s International Journal for Research in Undergraduate Mathemat
ics Education and Advisory Editor of the Routledge journal Research in Mat
hematics Education\, the official journal of BSRLM\, the British Society f
or Research into the Learning of Mathematics. She is member of the Editori
al Board of Educational Studies in Mathematics\, Mathematical Thinking and
Learning\, Journal of Mathematics Teacher Education and Mathematics Teach
er Education and Development. \nURL: www.uea.ac.uk/education/people/profil
e/e-nardi\, https://archive.uea.ac.uk/~m011/\n\nSpeakers:\nElena Nardi (Sc
hool of Education and Lifelong Learning\, University of East Anglia\, UK)
LOCATION:15 Norham Gardens (Room G/H)\, 15 Norham Gardens OX2 6PY
TZID:Europe/London
URL:https://new.talks.ox.ac.uk/talks/id/13cf92ba-cc8a-4ec5-9a24-4c3a6d05b4
aa/
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DESCRIPTION:Talk:“Exponential” as just “another word” to say “fa
st”? Fostering narratives about the intra-/extra- mathematical importanc
e of mathematics through connections within\, and across\, curriculum sub
jects - Elena Nardi (School of Education and Lifelong Learning\, Universit
y of East Anglia\, UK)
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