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Representation of the notion “learning-as-participation” in everyday situations of mathematics classes

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Abstract

It will be argued that the recent discussion about “learning-as-participation” is primarily led rather on an abstract level and therefore needs specific mathematics classroom research in order to substantiate how these general theoretical perspectives are represented in social practices at school. Blumer’s differentiation between “sensitizing concepts” and “definite concepts” in theories of social science that had been adapted to everyday classroom situations of teaching and learning mathematics will be applied in order to develop an empirically definitive concept for the description of forms of participation that facilitate the learning of mathematics.

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Acknowledgments

This article refers to the research project “Rekonstruktion von Formaten ‘kollektiven Argumentierens’ im Mathematikunterricht” (Reconstruction of Formats of ‘collective Argumentation’ in Mathematics Classes) funded by the German Research Foundation (DFG), reference number KR 761/6-3, which was conducted with Birgit Brandt.

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  1. Department of Mathematics, Institute of Mathematics Education and Informatics Education, Johann Wolfgang Goethe-University, Senckenberganlage 11, 60054, Frankfurt am Main, Germany

    Götz Krummheuer

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  1. Götz Krummheuer
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Correspondence to Götz Krummheuer.

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Krummheuer, G. Representation of the notion “learning-as-participation” in everyday situations of mathematics classes. ZDM Mathematics Education 43, 81–90 (2011). https://doi.org/10.1007/s11858-010-0294-1

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