Abstract
A central line of argument within mathematics education has been that learning mathematics provides individuals with tools to make considered choices, and that developing mathematical proficiency is beneficial because it informs human individual actions. In line with this argument, it is claimed that a mathematic literate population will contribute to society’s political, ideological, and cultural maintenance and development, and as such, strengthen a nation’s democratic processes (Niss, 1996).
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Keywords
- Mathematics Education
- Mathematics Classroom
- Mathematics Lesson
- Mathematical Discourse
- Mathematical Competence
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Bergem, O.K., Pepin, B. (2013). Developing Mathematical Proficiency and Democratic Agency through Participation – An Analysis of Teacher-Student Dialogues in a Norwegian 9th Grade Classroom. In: Kaur, B., Anthony, G., Ohtani, M., Clarke, D. (eds) Student Voice in Mathematics Classrooms around the World. Learner’s Perspective Study. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-350-8_9
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DOI: https://doi.org/10.1007/978-94-6209-350-8_9
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