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[In this paper, I will argue for two claims. First, there is no commonly agreed, unproblematic conception of culture for students of mathematical practices to use. Rather, there are many imperfect candidates. One reason for this diversity is there is a tension between the material and ideal aspects of culture that different conceptions manage in different ways. Second, normativity is unavoidable, even in those studies that attempt to use resolutely descriptive, value-neutral conceptions of culture. This is because our interest as researchers into mathematical practices is in the study of successful mathematical practices (or, in the case of mathematical education, practices that ought to be successful).]
Published: Aug 11, 2016
Keywords: Mathematics Education; Mathematical Practice; Mathematics Education Research; Cultural Approach; Epistemic Practice
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