
 Communications in Mathematics 
  This perspective on inquiry is especially significant for mathematics education, given the dominance of a "techniques curriculum" (Bishop, 1988) that represents mathematics as a collection of facts and procedures. 
  Engaging students in mathematical inquiries, that is, inviting them to experience and appreciate first hand the ambiguity, nonlinearity, and "conscious guessing" (Lampert, 1990) associated with the mathematical thinking of professional mathematicians, is one way to demystify mathematics learning for students (Borasi and Siegel, 1994b). 
  From this perspective, reading serves as a means of receiving the expert's message (and may be perceived by the teacher as an obstacle to students' learning when appropriate reading skills are lacking), whereas writing functions as a mode of knowledge display that provides evidence that the students have achieved the desired learning outcome (Pimm, 1987). 
 www.math.umd.edu /~dac/650/huangpaper.html (4801 words) 
