On the situated duration: some remarks on historiography, space and Mathematics Education
DOI:
https://doi.org/10.5007/1981-1322.2016v11nespp77Abstract
The main objective of this paper is to bring the idea of spatiality as an important ingredient to the practice of Historiography, which implies to conceive History as the study of the so called situated duration, or an exercise to produce narratives about how humans live together in a specific space-time domain. Particularly, focus is in the History of Mathematics Education and in the Math teachers formation, claiming that these fields could be enriched if the notion of spatiality operate within them.
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