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Part, Tracy (2012) On the Way to Theorising Mathematical Wellbeing. Metronome, 2. pp. 21-30. ISSN 2046-1941
This article discusses a research project that attempts to investigate the usefulness of the capabilities framework as a means to empower adult learners to identify and reflexively consider the mathematical learning that they value. The focal point is a discussion around the methodological approach, of collecting stories about learning, and is an initial attempt to wrestle with the discursive terrain offered by the Capabilities Approach. The very early stages of analysis are used to sketch a potential theoretical landscape to gain insights into how a learner’s approach can both impinge on and provide substantive opportunities for the learning of mathematics.
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