9 found
Order:
  1. What Were You Thinking? A Deleuzian/Guattarian Analysis of Communication in the Mathematics Classroom.Elizabeth De Freitas - 2013 - Educational Philosophy and Theory 45 (3):287-300.
    The primary aim of this article is to bring the work of Deleuze and Guattari to bear on the question ofcommunication in the classroom. I focus on the mathematics classroom, where agency and subjectivity are highly regulated by the rituals of the discipline, and where neoliberal psychological frameworks continue to dominate theories of teaching and learning. Moreover, the nature ofcommunication in mathematics classrooms remains highlyelusive and problematic, due in part to the distinct relationship the discipline has with verbal language and (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  2.  22
    Classroom Video Data and the Time-Image: An-Archiving the Student Body.Elizabeth de Freitas - 2015 - Deleuze and Guatarri Studies 9 (3):318-336.
    Video data has now become the most common form of data for educational researchers studying classroom interaction and school culture. Software protocols for analysing vast archives of video data are deployed regularly, allowing researchers to annotate, code and sort images. These protocols are often applied by researchers without reflection or reference to the extensive philosophical work in film and media studies. Without exception, this research treats the video image as movement-image or picture, a recording of ‘raw data’, indexical of a (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  3.  81
    The Mathematical Event: Mapping the Axiomatic and the Problematic in School Mathematics. [REVIEW]Elizabeth de Freitas - 2013 - Studies in Philosophy and Education 32 (6):581-599.
    Traditional philosophy of mathematics has been concerned with the nature of mathematical objects rather than events. This traditional focus on reified objects is reflected in dominant theories of learning mathematics whereby the learner is meant to acquire familiarity with ideal mathematical objects, such as number, polygon, or tangent. I argue that the concept of event—rather than object—better captures the vitality of mathematics, and offers new ways of thinking about mathematics education. In this paper I draw on two different but related (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  4.  38
    Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning.Elizabeth de Freitas & Francesca Ferrara - 2015 - Studies in Philosophy and Education 34 (6):565-585.
    Using the work of philosopher Henri Bergson to examine the nature of movement and memory, this article contributes to recent research on the role of the body in learning mathematics. Our aim in this paper is to introduce the ideas of Bergson and to show how these ideas shed light on mathematics classroom activity. Bergson’s monist philosophy provides a framework for understanding the materiality of both bodies and mathematical concepts. We discuss two case studies of classrooms to show how the (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  5.  3
    Science and Technology Studies × Educational Studies: Critical and Creative Perspectives on the Future of STEM Education.Elizabeth de Freitas, John Lupinacci & Alexandre Pais - 2017 - Educational Studies 53 (6):551-559.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  6.  13
    Special IssueRethinking the Role of STEM in the Philosophy of Education:Implications for Education Research.Elizabeth de Freitas, Alexandre Pais & John Lupinacci - 2016 - Educational Studies: Journal of the American Educational Studies Association 52 (2):198-200.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  7.  7
    Thinking with Spinoza About Education.Elizabeth de Freitas, Sam Sellar & Lars Bang Jensen - 2018 - Educational Philosophy and Theory 50 (9):805-808.
  8.  8
    How Theories of Perception Deploy the Line: Reconfiguring Students' Bodies Through Topo‐Philosophy.Elizabeth de Freitas - 2014 - Educational Theory 64 (3):285-301.
    In this essay Elizabeth de Freitas follows Tim Ingold's groundbreaking anthropological work on lines and their cultural and material significance to argue that the line is the engine of theory, be it the drawn line of inscription or mathematical measure, the exclusionary line of delineation, or the undulating generative line of flight. De Freitas focuses on contemporary theories of perception that deploy the line — and mobilize the force of theory — so as to encode and reconfigure the student's body. (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  9. What is a Mathematical Concept?Elizabeth de Freitas, Nathalie Sinclair & Alf Coles (eds.) - 2017 - Cambridge University Press.
    Responding to widespread interest within cultural studies and social inquiry, this book addresses the question 'what is a mathematical concept?' using a variety of vanguard theories in the humanities and posthumanities. Tapping historical, philosophical, sociological and psychological perspectives, each chapter explores the question of how mathematics comes to matter. Of interest to scholars across the usual disciplinary divides, this book tracks mathematics as a cultural activity, drawing connections with empirical practice. Unlike other books in this area, it is highly interdisciplinary, (...)
     
    Export citation  
     
    Bookmark