Re/Writing the Subject: A Contribution to Post-Structuralist Theory in Mathematics Education

Autor/in	Roth, Wolff-Michael
Titel	Re/Writing the Subject: A Contribution to Post-Structuralist Theory in Mathematics Education
Quelle	In: Educational Studies in Mathematics, 80 (2012) 3, S.451-473 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-011-9375-5
Schlagwörter	Mathematics Education; Critical Reading; Reader Text Relationship; Theories; Feedback (Response) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Kritisches Lesen; Theory; Theorie
Abstract	This text, occasioned by a critical reading of "Mathematics Education and Subjectivity" (Brown, "2011") and constituting a response to the book, aims at contributing to the building of (post-structuralist) theory in mathematics education. Its purpose was to re/write two major positions that "Mathematics Education and Subjectivity" articulates: that which it takes with respect to (a) L. S. Vygotsky and the activity theory he gave rise to, which are subject and subjected to critique, and (b) Lacan and his theory of the subject, which radically change signification in and through their adoption in the book. Moving between languages becomes a major issue of theory building captured in the diction "traduttore, traditore" (translating is committing treason). The present text should be read as a contribution to an ongoing dialogue on theory, incomplete and partial, as (perfectly) imperfect as "Mathematics Education and Subjectivity" itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10