@misc{10481/74996,
year = {2022},
month = {5},
url = {http://hdl.handle.net/10481/74996},
abstract = {This paper explores how different schools of thought in mathematics education think and
speak about preparing mathematics for teaching by introducing and proposing certain
metaphors. Among the metaphors under consideration here are the unpacking metaphor,
which finds its origin in the Anglo-American school of thought of pedagogical reduction of
mathematics; the elementarization metaphor, which has its origin in the German school of
thought of didactic reconstruction of mathematics; and the recontextualization metaphor,
which originates in the French school of thought of didactic transposition. The metaphorical
language used in these schools of thought is based on different theoretical positions,
orientations, and images of preparing mathematics for teaching. Although these metaphors
are powerful and allow for different ways of thinking and speaking about preparing
mathematics for teaching, they suggest that preparing mathematics for teaching is largely a
one-sided process in the sense of an adaptation of the knowledge in question. To promote
a more holistic understanding, an alternative metaphor is offered: preparing mathematics
for teaching as ecological engineering. By using the ecological engineering metaphor, the
preparation of mathematics for teaching is presented as a two-sided process that involves
both the adaptation of knowledge and the modification of its environment.},
organization = {CAUL},
publisher = {Springer},
keywords = {Didactic transposition},
keywords = {Ecology of mathematical knowledge},
keywords = {Elementarization},
keywords = {Metaphor},
keywords = {Recontextualization},
keywords = {Unpacking mathematics},
title = {On metaphors in thinking about preparing mathematics for teaching},
doi = {10.1007/s10649-022-10154-4},
author = {Scheiner, Thorsten and Díaz Godino, Juan},
}