Publication 763

Hackenberg A. J. (2005) A model of mathematical learning and caring relations. For the Learning of Mathematics 25: 45–51. Fulltext at https://cepa.info/763
The purpose of this article is to describe a model of mathematical learning and mathematical caring relations, where caring is conceived of as work toward balancing the ongoing depletion and stimulation involved in student-teacher mathematical interaction. Acts of mathematical learning are conceived of as modifications or reorganizations in a person’s ways of operating in the context of on-going interactions in her environment. Modifications or reorganizations occur in response to perturbations, or disturbances in the functioning of a person that is brought about by that functioning. Perturbations are a point of connection between learning and caring, because perturbations can be accompanied by an emotional response, such as disappointment or surprise. Implications of holding learning and caring together are explored. Relevance: This article specifically takes the frame of radical constructivism for mathematical learning and explores extensions into emotion, caring, and teacher-student relationships.

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