Making sense of students' sense making through the lens of the structural abstraction framework

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Pinto, Márcia M. F. and Scheiner, Thorsten. (2016). Making sense of students' sense making through the lens of the structural abstraction framework. In E. Nardi, C. Winsløw and T. Hausberger (Ed.). First Conference of the International Network for Didactic Research in University Mathematics. Montpellier, France: University of Montpellier and INDRUM. pp. 474 - 483
AuthorsPinto, Márcia M. F. and Scheiner, Thorsten
Abstract

In this paper we use the evolving framework of structural abstraction as a theoretical lens to investigate how mathematics major university students understand the limit concept of a sequence. To this aim the theoretical framework is outlined and previous empirical data on one individual’s partial (re-)construction of a convergent sequence is revisited. In doing so, we provide insights in how students, who consider the formal definition of a mathematical concept as one of the components of their concept image, involve it into their overall mathematical discourse when building new knowledge. Deeper analysis also reveals unsettled issues about structural abstraction and provides new directions for advancing our understanding of this kind of abstraction.

Keywordsgeneric representation; mathematical learning; sense making; structural abstraction; theory development
Year2016
PublisherUniversity of Montpellier and INDRUM
ISSN2496-1027
Web address (URL)https://hal.archives-ouvertes.fr/INDRUM2016/public/indrum2016proceedings.pdf
Open accessOpen access
Publisher's version
Book titleProceedings of the First Conference of the International Network for Didactic Research in University Mathematics
Page range474 - 483
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationMontpellier, France
EditorsE. Nardi, C. Winsløw and T. Hausberger
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