Activity Situates: How Epistemic Mathematical Activity and Social Organizations Become Dialectically Intertwined in the Mangle of Conceptual Practice

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-2 - Inquiries in Mathematics Education

Abstract

It is generally accepted that epistemic mathematical activity is situated within socially organized classrooms and student groups. In this session I show that epistemic activity is also situating. Using classroom data from a design experiment in a high-school math classroom, I show how mathematical activity creates social organizations, and I describe the process by which mathematical activity and social organizations become dialectically intertwined in the mangle of conceptual practice.

Author

• Frederick Peck, University of Montana - Missoula