My study has two main purposes. The first is to confirm and advance Gilles Châtelet’s account of the role of diagramming in mathematics invention by extending his results, which were based solely on historical, mathematical manuscripts, to the context of live mathematical activity. The second purpose is to elucidate the enculturation process of a graduate student into mathematical research, which has hitherto received limited research attention. These two purposes are related through the virtual and physical gestures that the graduate student engages in during diagramming thereby providing insights into mathematical invention and the enculturation process. These findings have implications for the teaching and learning of mathematics at all levels. This study adopts a qualitative methodology based on field notes, video-recordings and digital images from nine research meetings, which were held weekly over a period of three months.
Nicht definiert