Practical Rationality, the disciplinary obligation, and authentic mathematical work: A Look at Geometry

Abstract

This article discusses the practical rationality, the disciplinary obligation, and authentic mathematical work which focuses on the geometry. The practical rationality is the commonly held system of dispositions or the feel for the game that influences practitioners as to those actions that are appropriate in the classroom. Practical rationality allows for a certain amount of diversity in its similarity, it is nevertheless given structure and cohesion by a complex system of norms. The authors focuses on the disciplinary obligation of the teacher to faithfully represent the discipline of mathematics. The focus of the disciplinary obligation brings into focus the question of what kind of work is legitimized as acceptable mathematical activity. This article describes briefly how the generative moves for problem posing could be relevant when describing the potential for secondary mathematics education to include instances of authentic mathematical work. (PsycINFO Database Record (c) 2019 APA, all rights reserved)