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Direct linkFoster, Colin – For the Learning of Mathematics, 2011
In this paper I take a positive view of ambiguity in the learning of mathematics. Following Grosholz (2007), I argue that it is not only the arts which exploit ambiguity for creative ends but science and mathematics too. By enabling the juxtaposition of multiple conflicting frames of reference, ambiguity allows novel connections to be made. I…
Descriptors: Mathematics Education, Figurative Language, Scientific Concepts, Mathematics Instruction
