- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Theses and Dissertations /
- Addressing anxiety through mathematics : from demanding...
Open Collections
UBC Theses and Dissertations
UBC Theses and Dissertations
Addressing anxiety through mathematics : from demanding performances to giving audience. D'Amour, Lissa Marie
Abstract
In this dissertation, I inquire into the conditions of anxiety in mathematics learning, doing so by invoking a narrative of work with one such anxious learner, not as exemplar of anything perfect, linear, precise, or even the budding of technique. It is rather a muddling through with a sensibility of respect for a person, a discipline, and the possibilities inhering therein. It ultimately comes to be a story about giving audience to a self and a subject discipline as best I might, on that self’s and that discipline’s own terms rather than acceding to a Platonic demand to perform according to inaccessible ideals that would construe the learner in the terms of the discipline. Taking seriously the world in a grain of sand, the narrative serves as hermeneutic window onto a pervasive issue of absent trust in self, in the other, and in the capacity to learn, be, and become well with and through others in the world. In the process, I interrogate Cartesian, narcissistic, and mathematics anxieties at the root of present systemic pathologies in education, and individual and collective struggles to be well, mind-in-body, given that unavoidable paradox of singular plural being. I address the consequences of understanding learning as autopoietic becoming under conditions where learning is regularly circumscribed by an after-the-fact insistence on orderly construals of knowing—learning strangely positioned as at odds with the messy, unorderly, non-linear cognitive work of conceptual formulation. And finally I explore the play of mathematics between the world as given and therefore discoverable and the world as made and therefore conceivable. I come to describe that play as through anxiety into a stillness of something beautiful, always just ahead, though enticingly present to curiosity’s possibility.
Item Metadata
Title |
Addressing anxiety through mathematics : from demanding performances to giving audience.
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
2013
|
Description |
In this dissertation, I inquire into the conditions of anxiety in mathematics learning, doing so by invoking a narrative of work with one such anxious learner, not as exemplar of anything perfect, linear, precise, or even the budding of technique. It is rather a muddling through with a sensibility of respect for a person, a discipline, and the possibilities inhering therein. It ultimately comes to be a story about giving audience to a self and a subject discipline as best I might, on that self’s and that discipline’s own terms rather than acceding to a Platonic demand to perform according to inaccessible ideals that would construe the learner in the terms of the discipline.
Taking seriously the world in a grain of sand, the narrative serves as hermeneutic window onto a pervasive issue of absent trust in self, in the other, and in the capacity to learn, be, and become well with and through others in the world.
In the process, I interrogate Cartesian, narcissistic, and mathematics anxieties at the root of present systemic pathologies in education, and individual and collective struggles to be well, mind-in-body, given that unavoidable paradox of singular plural being. I address the consequences of understanding learning as autopoietic becoming under conditions where learning is regularly circumscribed by an after-the-fact insistence on orderly construals of knowing—learning strangely positioned as at odds with the messy, unorderly, non-linear cognitive work of conceptual formulation. And finally I explore the play of mathematics between the world as given and therefore discoverable and the world as made and therefore conceivable. I come to describe that play as through anxiety into a stillness of something beautiful, always just ahead, though enticingly present to curiosity’s possibility.
|
Genre | |
Type | |
Language |
eng
|
Date Available |
2013-06-12
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
Attribution-NonCommercial-NoDerivs 3.0 Unported
|
DOI |
10.14288/1.0073896
|
URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
2013-11
|
Campus | |
Scholarly Level |
Graduate
|
Rights URI | |
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
Attribution-NonCommercial-NoDerivs 3.0 Unported