From 'fossil' to 'fuel' narratives about mathematics

Nardi, Elena (2026) From 'fossil' to 'fuel' narratives about mathematics. For the Learning of Mathematics, 46 (2). ISSN 0228-0671 (In Press)

Microsoft Word (OpenXML) (FLM (Connections Paper) Nardi 07Mar2026 PRE-PROOFS) - Accepted Version Available under License Creative Commons Attribution Non-commercial. Download (91kB)

Abstract

Connections across curricular topics, within and beyond mathematics, are important. Setting out from this premise, and deploying a commognitive lens, I see the incorporation of said connections in students’ learning as fostering “fuel” as opposed to “fossil” narratives about mathematics – where “fuel” is meant as meaningful engagement with mathematical, and other, “realizations” of a mathematical object and “fossil” is meant as externally imposed reverence for a mathematical object, yet alienation from its meaning, utility and purpose. In this vision of connectedness, there is a dialectic, dynamic and productively blurred boundary between intra- and extra-mathematical connections. I make the case for this vision of connectedness through drawing on studies that explore students’ narratives about mathematics at large and about the significance of intra- and extra- mathematical connections (the latter in the case of one mathematical object, exponential growth). The analyses I sample from indicate how connectedness-informed pedagogies can facilitate students’ navigating across “literate” (mathematical) and “colloquial” (everyday) discourses and moving towards “fuel” narratives about mathematics.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User:	LivePure Connector
Date Deposited:	11 Mar 2026 13:30
Last Modified:	21 Mar 2026 01:19
URI:	https://ueaeprints.uea.ac.uk/id/eprint/102303
DOI:

Downloads

Actions (login required)

View Item