`Contemporary thinking on philosophy and the social sciences has
been dominated by analyses that emphasise the importance of
language in understanding societies and individuals functioning
within them; important developments which have been under-utilised
by researchers in mathematics education. This book reaches out to
contemporary work in these broader fields; drawing on original
sources in key areas such as Gadamer and Ricoeur's development of
hermeneutics, Habermas' work in critical social theory, Schutz's
social phenomenology, Saussure's linguistics and the
post-structuralist analysis of Derrida, Foucault and Barthes.
Through examining the writings of these major thinkers it is shown
how language is necessarily instrumental in developing mathematical
understanding; but a language that is in a permanent state of
becoming, resisting stable connections to the ideas it locates. The
analysis offered extends from children doing mathematics to
teachers inspecting and developing their own professional
practices.'
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