Problematizing the Metaphors of Unpacking, Deconstructing, and Decompressing Mathematics

This paper problematizes the metaphors of unpacking, deconstructing, and decompressing mathematics that are prevalent in discourses about mathematics teacher knowledge. It is argued that the logic of these metaphors is based on the reversibility of packing, constructing, and compressing mathematics...

Full description

Saved in:
Bibliographic Details
Published in:For the learning of mathematics 2023, Vol.43 (1), p.9
Main Authors: Scheiner, Thorsten, Bowers, David M
Format: Article
Language:English
Subjects:
Colonialism
Cultural Influences
Figurative Language
Individualism
Language Usage
Learning Processes
Mathematics Instruction
Mathematics Teachers
Pedagogical Content Knowledge
Teaching Methods
Western Civilization
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper problematizes the metaphors of unpacking, deconstructing, and decompressing mathematics that are prevalent in discourses about mathematics teacher knowledge. It is argued that the logic of these metaphors is based on the reversibility of packing, constructing, and compressing mathematics and seems to suggest the view that knowledge is in some ways similar to physical objects in the material world that can be taken apart and put back together. Although such a view may be intuitively compelling, it is problematic and misleading in light of existing research on mathematical knowing and learning. Moreover, these metaphors can be understood as playing a role in the ongoing process of colonization, and as such must be conscientiously and critically understood, applied, and analyzed.
ISSN:0228-0671