Beyond binary thinking, knowing and teaching mathematics

This presentation provides a framework for engaging binary thinking, knowing and teaching of mathematics (e.g., teacher-centred/ student-centred, transmission/discovery, explicit teaching/ inquiry). The framework proposes three general positions (1) oppositional, (2) equipositional, and (3) parapositional ways of thinking, knowing and teaching mathematics (Adam & Chigeza, 2014). Like grid points on a map the three general positions offer navigational markers in the complex terrain of mathematics education. The presentation illustrates potential strengths and weaknesses of these three general positions in regards to teaching measurement in Year 5 and Year 8 mathematics classrooms. The presentation calls for dissolving the binary teaching approaches that have proven divisive in mathematics education