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

Conference item


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
Permalink -

https://acuresearchbank.acu.edu.au/item/86y69/making-sense-of-students-sense-making-through-the-lens-of-the-structural-abstraction-framework

  • 15
    total views
  • 11
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Mathematics teacher learning to notice : A systematic review of studies of video-based programs
Santagata, Rossella, König, Johannes, Scheiner, Thorsten, Nguyen, Ha, Adleff, Ann-Kristin, Yang, Xinrong and Kaiser, Gabriele. (2021) Mathematics teacher learning to notice : A systematic review of studies of video-based programs. ZDM Mathematics Education. 53(1), pp. 119-134. https://doi.org/10.1007/s11858-020-01216-z
Towards a more comprehensive model of teacher noticing
Scheiner, Thorsten. (2021) Towards a more comprehensive model of teacher noticing. ZDM. 53, pp. 85-94. https://doi.org/10.1007/s11858-020-01202-5
What makes mathematics teacher knowledge specialized? Offering alternative views
Scheiner, Thorsten, Montes, Miguel A., Godino, Juan D., Carrillo, José and Pino-Fan, Luis R.. (2019) What makes mathematics teacher knowledge specialized? Offering alternative views. International Journal of Science and Mathematics Education. 17(1), pp. 153 - 172. https://doi.org/10.1007/s10763-017-9859-6
If we want to get ahead, we should transcend dualisms and foster paradigm pluralism
Scheiner, Thorsten. (2019) If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. In In G. Kaiser and N. Presmeg (Ed.). Compendium for Early Career Researchers in Mathematics Education pp. 511 - 531 SpringerOpen. https://doi.org/10.1007/978-3-030-15636-7_27
Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying
Scheiner, Thorsten and Pinto, Marcia M. F.. (2019) Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying. Educational Studies in Mathematics: An international journal. 101(3), pp. 357 - 372. https://doi.org/10.1007/s10649-019-9879-y
Mathematics cognition reconsidered: On ascribing meaning
Scheiner, Thorsten. (2018) Mathematics cognition reconsidered: On ascribing meaning. United States of America: Research in Undergraduate Mathematics Education. pp. 1234 - 1239
Theoretical advances in mathematical cognition
Scheiner, Thorsten and Pinto, Marcia M. F.. (2018) Theoretical advances in mathematical cognition. Chile: The International Group for the Psychology of Mathematics Education. pp. 97 - 104
Sense-making in mathematics: Towards a dialogical framing
Scheiner, Thorsten. (2018) Sense-making in mathematics: Towards a dialogical framing. New Zealand: MERGA. pp. 669 - 676
Conception to concept or concept to conception? From being to becoming
Scheiner, Thorsten. (2017) Conception to concept or concept to conception? From being to becoming. In B. Kaur, W. K. Ho and T. L. Toh and B. H. Choy (Ed.). 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore: National Institute of Education, Nanyang Technological University. pp. 145 - 152
Emerging insights from the evolving framework of structural abstraction
Scheiner, Thorsten and Pinto, Márcia M. F.. (2017) Emerging insights from the evolving framework of structural abstraction. In A. Weinberg, C. Rasmussen and J. Rabin, M. Wawro and S. Brown (Ed.). 20th Annual Conference on Research in Undergraduate Mathematics Education, San Diego, California. San Diego, California: Research in Undergraduate Mathematics Education. pp. 274 - 284
Crossing the boundaries of our historical ways of thinking in conceptualizing teachers' knowledge
Scheiner, Thorsten. (2016) Crossing the boundaries of our historical ways of thinking in conceptualizing teachers' knowledge. 2016 Annual Meeting of the American Educational Research Association. Washington, D.C., United States of Amreica 08 - 12 Apr 2016 American Educational Research Association. pp. 1-5
Images of abstraction in mathematics education: Contradictions, controversies, and convergences
Scheiner, Thorsten and Pinto, Márcia M. F.. (2016) Images of abstraction in mathematics education: Contradictions, controversies, and convergences. In C. Csíkos, A. Rausch and J. Szitányi (Ed.). 40th Conference of the International Group for Psychology of Mathematics Education. Szeged, Hungary: International Group for the Psychology of Mathematics. pp. 155 - 162
Teacher noticing: Enlightening or blinding?
Scheiner, Thorsten. (2016) Teacher noticing: Enlightening or blinding? ZDM: The International Journal on Mathematics Education. 48(1 - 2), pp. 227 - 238. https://doi.org/10.1007/s11858-016-0771-2
New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies
Scheiner, Thorsten. (2016) New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies. Educational Studies in Mathematics: An international journal. 91(2), pp. 165 - 183. https://doi.org/10.1007/s10649-015-9665-4
Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge
Scheiner, Thorsten. (2015) Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge. In K. Krainer and N. Vondrová (Ed.). Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). Prague, Czech Republic: Charles University in Prague. pp. 3248 - 3253
Theorising about mathematics teachers' professional knowledge: The content, form, nature, and source of teachers' knowledge
Scheiner, Thorsten. (2015) Theorising about mathematics teachers' professional knowledge: The content, form, nature, and source of teachers' knowledge. In M. Marshman, V. Geiger and A. Bennison (Ed.). 38th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 563 - 570
Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge
Scheiner, Thorsten. (2015) Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge. In K. Beswick, T. Muir and J. Fielding-Wells (Ed.). 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: Uniprint, University of Tasmania. pp. 129 - 136
Cognitive processes underlying mathematical concept construction: The missing process of structural abstraction
Scheiner, Thorsten and Pinto, Márcia M. F.. (2014) Cognitive processes underlying mathematical concept construction: The missing process of structural abstraction. In C. Nicol, S. Oesterle and P. Liljedahl and D. Allen (Ed.). 38th Conference of the International Group for the Psychology of Mathematics Education and 36th Conference of the North American Chapter of the Psychology of Mathematics Education. Vancouver, Canada: The International Group for the Psychology of Mathematics Education. pp. 105 - 112