Book contents
- Frontmatter
- Preface
- Contents
- 1 Teaching with Primary Historical Sources: Should it Go Mainstream? Can it?
- 2 Dialogismin Mathematical Writing: Historical, Philosophical and Pedagogical Issues
- 3 The Process of Mathematical Agreement: Examples from Mathematics History and an Experimental Sequence of Activities
- 4 Researching the History of Algebraic Ideas from an Educational Point of View
- 5 Equations and Imaginary Numbers: A Contribution from Renaissance Algebra
- 6 The Multiplicity of Viewpoints in Elementary Function Theory: Historical and Didactical Perspectives
- 7 From History to Research in Mathematics Education: Socio-Epistemological Elements for Trigonometric Functions
- 8 Harmonies in Nature: A Dialogue Between Mathematics and Physics
- 9 Exposure to Mathematics in the Making: Interweaving Math News Snapshots in the Teaching of High-School Mathematics
- 10 History, Figures and Narratives in Mathematics Teaching
- 11 Pedagogy, History, and Mathematics: Measure as a Theme
- 12 Students' Beliefs About the Evolution and Development of Mathematics
- 13 Changes in Student Understanding of Function Resulting from Studying Its History
- 14 Integrating the History of Mathematics into Activities Introducing Undergraduates to Concepts of Calculus
- 15 History in a Competence Based Mathematics Education: A Means for the Learning of Differential Equations
- 16 History of Statistics and Students' Difficulties in Comprehending Variance
- 17 Designing Student Projects for Teaching and Learning Discrete Mathematics and Computer Science via Primary Historical Sources
- 18 History of Mathematics for Primary School Teacher Education Or: Can You Do Something Even if You Can't Do Much?
- 19 Reflections and Revision: Evolving Conceptions of a Using History Course
- 20 Mapping Our Heritage to the Curriculum: Historical and Pedagogical Strategies for the Professional Development of Teachers
- 21 Teachers' Conceptions of History of Mathematics
- 22 The Evolution of a Community of Mathematical Researchers in North America: 1636–1950
- 23 The Transmission and Acquisition of Mathematics in Latin America, from Independence to the First Half of the Twentieth Century
- 24 In Search of Vanishing Subjects: The Astronomical Origins of Trigonometry
- About the Editors
2 - Dialogismin Mathematical Writing: Historical, Philosophical and Pedagogical Issues
- Frontmatter
- Preface
- Contents
- 1 Teaching with Primary Historical Sources: Should it Go Mainstream? Can it?
- 2 Dialogismin Mathematical Writing: Historical, Philosophical and Pedagogical Issues
- 3 The Process of Mathematical Agreement: Examples from Mathematics History and an Experimental Sequence of Activities
- 4 Researching the History of Algebraic Ideas from an Educational Point of View
- 5 Equations and Imaginary Numbers: A Contribution from Renaissance Algebra
- 6 The Multiplicity of Viewpoints in Elementary Function Theory: Historical and Didactical Perspectives
- 7 From History to Research in Mathematics Education: Socio-Epistemological Elements for Trigonometric Functions
- 8 Harmonies in Nature: A Dialogue Between Mathematics and Physics
- 9 Exposure to Mathematics in the Making: Interweaving Math News Snapshots in the Teaching of High-School Mathematics
- 10 History, Figures and Narratives in Mathematics Teaching
- 11 Pedagogy, History, and Mathematics: Measure as a Theme
- 12 Students' Beliefs About the Evolution and Development of Mathematics
- 13 Changes in Student Understanding of Function Resulting from Studying Its History
- 14 Integrating the History of Mathematics into Activities Introducing Undergraduates to Concepts of Calculus
- 15 History in a Competence Based Mathematics Education: A Means for the Learning of Differential Equations
- 16 History of Statistics and Students' Difficulties in Comprehending Variance
- 17 Designing Student Projects for Teaching and Learning Discrete Mathematics and Computer Science via Primary Historical Sources
- 18 History of Mathematics for Primary School Teacher Education Or: Can You Do Something Even if You Can't Do Much?
- 19 Reflections and Revision: Evolving Conceptions of a Using History Course
- 20 Mapping Our Heritage to the Curriculum: Historical and Pedagogical Strategies for the Professional Development of Teachers
- 21 Teachers' Conceptions of History of Mathematics
- 22 The Evolution of a Community of Mathematical Researchers in North America: 1636–1950
- 23 The Transmission and Acquisition of Mathematics in Latin America, from Independence to the First Half of the Twentieth Century
- 24 In Search of Vanishing Subjects: The Astronomical Origins of Trigonometry
- About the Editors
Summary
What is Dialogism?
Mikhail Bakhtin (1895–1975) was a well-known Russian literary critic and semiotician. The notion of dialogism was mainly developed in his paper entitled “The Problem of Speech Genres” and written in the years 1952–1953, which was translated into French in 1984 and English in 1986. Here, Bakhtin explained that every utterance may be considered as a rejoinder in dialogue. Firstly, every utterance must be regarded as a response to preceding utterances in a given sphere of communication. Secondly, every utterance is oriented toward the response of the others. This notion of dialogism is linked to three major notions named by Bakhtin; responsive attitude of the listener, addressivity and speech genres.
For Bakhtin, when a listener understands the meaning of speech, he takes an active responsive attitude towards it: “he either agrees or disagrees with it (completely or partially), augments it, applies it, prepares for its execution, and so on. […] Any understanding of live speech, a live utterance, is inherently responsive, although the degree of this activity varies extremely” [4, p. 68]. Bakhtin notes that this also pertains to written and read speech. Thus, as he explains, the speaker himself is oriented toward an active responsive attitude: he expects some response, agreement, sympathy, objection, and so on. That means that the utterance (i.e., what is said) is related not only to preceding utterances, but also to subsequent links in a chain of statements. From the beginning, the utterance is constructed while taking into account possible responsive reactions of an audience.
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- Publisher: Mathematical Association of AmericaPrint publication year: 2011
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