The discussion on the identity of the research in mathematics education has often underlined the distinction between mathematics education and many other fields of research. On the other hand, this discussion also highlighted how mathematics education research has traditionally drawn and still draws on other disciplines. Several studies in mathematics education referred to anthropological approaches and constructs over the last decades. This contribution is the result of a dialogue between a mathematics educator and an anthropologist: analyzing the use of the rite of passage model for describing the tertiary transition in mathematics, possible developments of this research are discussed, as well as the potential of a continuous dialogue between specialists in the two fields of research.
The dialogue between mathematics education and anthropology: the case of tertiary transition
di martino pietro;di pasquale caterina
2023-01-01
Abstract
The discussion on the identity of the research in mathematics education has often underlined the distinction between mathematics education and many other fields of research. On the other hand, this discussion also highlighted how mathematics education research has traditionally drawn and still draws on other disciplines. Several studies in mathematics education referred to anthropological approaches and constructs over the last decades. This contribution is the result of a dialogue between a mathematics educator and an anthropologist: analyzing the use of the rite of passage model for describing the tertiary transition in mathematics, possible developments of this research are discussed, as well as the potential of a continuous dialogue between specialists in the two fields of research.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
