Cognitive processes underlying mathematical concept construction: The missing process of structural abstraction

Conference item

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
AuthorsScheiner, Thorsten and Pinto, Márcia M. F.
Abstract

The purpose of this paper is twofold: On the one hand, this work frames a variety of considerations on cognitive processes underlying mathematical concept construction in two research strands, namely an actions-first strand and an objects-first strand, that mainly shapes past and current approaches on abstraction in learning mathematics. This classification provides the identification of an often overlooked fundamental cognitive process, namely structural abstraction. On the other hand, this work shows a theory-driven and research-based approach illuminating the hidden architecture of cognitive processes involved in structural abstraction that gives new insights into an integrated framework on abstraction in learning mathematics. Based on our findings in empirical investigations, the paper outlines a theoretical framework on the cognitive processes taking place on mental (rather than physical) objects.

Year2014
PublisherThe International Group for the Psychology of Mathematics Education
ISSN0771-100X
Web address (URL)http://www.igpme.net/wp-content/uploads/2019/05/PME38-2014-Vancouver.zip
Open accessOpen access
Publisher's version
Book titleProceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference
Page range105 - 112
ISBN9780864913654
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationVancouver, Canada
EditorsC. Nicol, S. Oesterle and P. Liljedahl and D. Allen
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