How arguments, in students interaction, might open up for reflecting on mathematics in action at primary school level
Résumé
The aim of this paper is to investigate how taking a perspecitive of critical mathematics eduction
addressing a critical situation, such as climate change, in a mathematics classroom, enable reflection
on mathematics in action. By reconstructing arguments, created in a group discussion at grade 6,
imagine what they might open up for as part of a dialogic process, three possibilities were identified:
(1) open up for experiencing two different perspectives; (2) open up for reflection on how
mathematics can have an impact on how we perceive a situation; and, (3) open up for investigating
the importance of recognizing what data is in use. The findings indicate that reflecting on
mathematics in action is possible in a mathematics classroom at primary school level.
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