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dc.contributor.authorLarvor, Brendan
dc.contributor.editorJu, S.
dc.contributor.editorLöwe, B.
dc.contributor.editorMüller, Th.
dc.contributor.editorXie, Y.
dc.date.accessioned2018-04-12T15:01:55Z
dc.date.available2018-04-12T15:01:55Z
dc.date.issued2016-08-10
dc.identifier.citationLarvor , B 2016 , What are cultures? in S Ju , B Löwe , T Müller & Y Xie (eds) , Cultures of Mathematics and Logic : Selected Papers from the Conference in Guangzhou, China, 9-12 November 2012 . Trends in the History of Science , Birkhauser Verlag Basel , Switzerland , pp. 1-22 . DOI: 10.1007/978-3-319-31502-7en
dc.identifier.isbn978-3-319-31500-3
dc.identifier.isbn978-3-319-31502-7
dc.identifier.issn2297-2951
dc.identifier.otherPURE: 10017342
dc.identifier.otherPURE UUID: bc9a123a-3f63-41e8-bc54-7dbcaf0d296f
dc.identifier.otherScopus: 84963593767
dc.identifier.urihttp://hdl.handle.net/2299/19980
dc.identifier.urihttp://www.springer.com/gb/book/9783319315003en
dc.description.abstractIn this paper, I will argue for two claims. First, there is no commonly agreed, unproblematic conception of culture for students of mathematical practices to use. Rather, there are many imperfect candidates. One reason for this diversity is there is a tension between the material and ideal aspects of culture that different conceptions manage in different ways. Second, normativity is unavoidable, even in those studies that attempt to use resolutely descriptive, value-neutral conceptions of culture. This is because our interest as researchers into mathematical practices is in the study of successful mathematical practices (or, in the case of mathematical education, practices that ought to be successful). I first distinguish normative conceptions of culture from descriptive or scientific conceptions. Having suggested that this distinction is in general unstable, I then consider the special case of mathematics. I take a cursory overview of the field of study of mathematical cultures, and suggest that it is less well developed than the number of books and conferences with the word ‘culture’ in their titles might suggest. Finally, I turn to two theorists of culture whose models have gained some traction in mathematics education: Gert Hofstede and Alan Bishop. Analysis of these two models corroborates (in so far as two instances can) the general claims of this paper that there is no escaping normativity in this field, and that there is no unproblematic conception of culture available for students of mathematical practices to use.en
dc.format.extent22en
dc.language.isoeng
dc.publisherBirkhauser Verlag Basel
dc.relation.ispartofCultures of Mathematics and Logicen
dc.relation.ispartofseriesTrends in the History of Scienceen
dc.rightsen
dc.titleWhat are cultures?en
dc.typeBook chapteren
dc.contributor.institutionSchool of Humanitiesen
dc.contributor.institutionPhilosophyen
dc.identifier.doihttps://doi.org/10.1007/978-3-319-31502-7
dc.relation.schoolSchool of Humanities
herts.preservation.rarelyaccessedtrue


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