Objects, processes, and representations

In the last Saturday Session we discussed some specific mathematical practices, namely: 
seeing concepts as mathematical objects,
seeing concepts as mathematical processes,
and meaning making across different representations. 

Rooted in the work of Rachel Gabriel (2023) and Anna Sfard (1991, 2008), we looked at ways in which math literacy practices can be foregrounded in classrooms by making the often implicit ways we make meaning, more explicit for students. 

Next time we will dive further, analyzing classroom videos and artifacts to gain evidence of mathematical literacy practices in action! 

Gabriel, R. (2023) Doing Disciplinary Literacy: Teaching Reading and Writing Across the Content Areas. Teachers College Press. 
Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational studies in mathematics, 22(1), 1-36.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge University press.