Considering theoretical diversity and networking activities in mathematics education from a sociological point of view
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4 février 2015
- handle: 10670/1.egv0ce
- hal: hal-01289422
info:eu-repo/semantics/OpenAccess
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Math Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Corine Castela, « Considering theoretical diversity and networking activities in mathematics education from a sociological point of view », HAL-SHS : sciences de l'éducation, ID : 10670/1.egv0ce
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The paper focuses on the social dimensions of the issues addressed in this working group, social being considered at different levels: interactions, culture, and institutions. It addresses the following questions: what is a theoretical framework? Why are theories so numerous in mathematics education? Is it necessary to reduce this multiplicity? Why or why not? The reflection is based on the anthropological theory of the didactic (ATD) and on Bourdieu's theory of social fields. Assuming that the latter is not necessarily well-known in the mathematics education community, and that it offers an interesting potential to enrich the debate within the networking semiosphere, I devote a substantial part of my text to give an idea about the way Bourdieu applies his theory to science.