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(2012) Alternative forms of knowing (in) mathematics, Rotterdam, SensePublishers.
The reigning epistemologies in mathematics education take (visual) perception as an unproblematic phenomenon, assuming that students see (i.e., perceive and understand) the curriculum materials presented in the way that a knowing mathematics teacher/educator intends them to be seen (i.e., perceived and understood).
Publication details
DOI: 10.1007/978-94-6091-921-3_11
Full citation:
Roth, W. (2012)., The work of seeing mathematically, in S. Mukhopadhyay & W. Roth (eds.), Alternative forms of knowing (in) mathematics, Rotterdam, SensePublishers, pp. 227-245.
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