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How Place and Audience Matter: Perspectives on Mathematics Plural Identities from Late 1950s French and English Middle School Textbooks.

Authors
  • Radtka, Catherine1
  • 1 Centre national d'études spatiales.Institut des sciences de la communication CNRS/Paris-Sorbonne,UPMC,FranceE-mail:[email protected] , (France)
Type
Published Article
Journal
Science in context
Publication Date
Dec 01, 2016
Volume
29
Issue
4
Pages
473–521
Identifiers
DOI: 10.1017/S0269889716000211
PMID: 28079498
Source
Medline
License
Unknown

Abstract

Argument In this paper, I argue that studying school textbooks is a fruitful way to investigate mathematical conceptions in different national contexts. These sources give access to the written production of an extended mathematical milieu whose members write for various audiences. By studying the case of late 1950s French and English textbooks issued for a growing audience of 11- to 15-year-old pupils, I show that a plurality of conceptions was projected at the time onto pupils and their teachers in both national contexts. I link this diversity to contemporaneous debates regarding mathematics teaching and argue that textbooks themselves have to be considered as active agents of such debates.

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