for the learning of mathematics

Debbie Stott - Vol. 38 Num. 1 (2018)
 Observing aesthetic experiences and poēsis in young students


In this article I provide a preliminary review of Radford's ideas about the poetic role of theory and his work on moments of poēsis in terms of its appeal and usefulness in research contexts. In light of the mathematics education community's call for more attention to be given to the aesthetic elements of learning mathematics, I conclude that Radford's ideas are timely and much needed in research contexts which focus less on the cognitive aspects of learning. Further research may investigate whether moments of poēsis do allow for student satisfaction, motivation, personal creativity and mathematical meaning making as suggested here.


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