Method, certainty and trust across disciplinary boundaries

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Channell, J. (1994). Vague language: Some vague expressions in English. Oxford: Oxford University Press. Christianidis, J. (2007). The way of Diophantus: Some clarifications on Diophantus’ method of solution. Historia Mathematica, 34(3), 289–305. Coomaraswamy, A. (1943/1956). Christian and Oriental philosophy of art. New York, NY: Dover [1943 title: Why Exhibit Works of Art?]. Csiszar, A. (2003). Stylizing rigor; or, why mathematicians write so well. Configurations, 11(2), 239–268. Halliday, M. (1973). Explorations in the functions of language. London: Edward Arnold. Halliday, M. (1978). Language as social semiotic. London: Edward Arnold. Hyland, K. (1998). Hedging in scientific research articles. Philadelphia, PA: John Benjamins. Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. New York, NY: Longman. Inglis, M., Mejia-Ramos, J., & Simpson, A. (2007). Modelling mathematical argumentation: The importance of qualification. Educational Studies in Mathematics, 66(1), 3–21. Joseph, G. (1991). The crest of the peacock: Non-European roots of mathematics. London: Penguin Books. Lakatos, I. (1976). Proofs and refutations: The logic of mathematical discovery. Cambridge: Cambridge University Press. Lakoff, G. (1972). Hedges: a study in meaning criteria and the logic of fuzzy concepts. Chicago Linguistic Society Papers (pp. 183–228). Chicago, IL: Chicago Linguistic Society. Morgan, C. (1996). “The language of mathematics”: Towards a critical analysis of mathematics texts. For the Learning of Mathematics, 16(3), 2–10. Phillips, A. (1993). On kissing, tickling and being bored. Cambridge, MA: Harvard University Press. Presmeg, N. (2009). Mathematics education research embracing arts and sciences. ZDM The International Journal on Mathematics Education (in this issue). Prince, E., Frader, J., & Bosk, C. (1982). On hedging in physician–physician discourse. In Di Petro, R. (Ed.), Linguistics and the Professions (pp. 83–97). Norwood, NJ: Ablex. Reid, C. (1970). Hilbert. New York, NY: Springer. Rowland, T. (1995). Hedges in mathematics talk: Linguistic pointers to uncertainty. Educational Studies in Mathematics, 29(4), 327–353. Rowland, T. (2000). The pragmatics of mathematics education: Vagueness in mathematics education. London: Falmer Press. Sinclair, N. (2008). The teacher as midwife: what can mathematics education research learn from obstetrics? In de Freitas, E. & Nolan, K. (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education (pp. 33–40). New York, NY: Springer. Sinclair, N., & Pimm, D. (2008). Surface signs of reasoning. Paper submitted to the Language and Mathematics group. CERME 6, Lyon, France. Sinclair, N., Lee. K. & Strickland, S. (2008). Abductive inferences in mathematics thinking: Necessary risks. Educational Studies in Mathematics (under review). Staats, S. (2008). Poetic lines in mathematics discourse: A method from linguistic anthropology. For the Learning of Mathematics, 28(2), 26–32. Stoppard, T. (1972). Jumpers. London: Faber and Faber. Tahta, D. (2001). Mathematisation. (http://mathforum.org/kb/thread.jspa?threadID=383280&messageID=1181751). Wheeler, D. (1974). Mathematization. Notes of the Canadian Mathematical Congress, 7(2), 1–5. Wheeler, D. (1978). Mathematization as a pedagogical tool. The Education of Mathematics Teachers (pp. 147–158). An ICMI/IDM symposium. Bielefeld: Institut für Didaktik der Mathematik, Universität Bielefeld. Williams, W. (1985). Selected Poems. New York, NY: New Directions Books. Yeats, W. (1918). Per amica silentia lunae. London: Macmillan and Co. Ltd. Zwicky, J. (2006). Lyric, narrative, memory. In Finley, R. et al., A ragged pen: Essays on poetry & memory (pp. 87–105). Kentville, NS: Gaspereau Press.