Mathematics cognition reconsidered: On ascribing meaning

Conference item

Scheiner, Thorsten. (2018). Mathematics cognition reconsidered: On ascribing meaning. United States of America: Research in Undergraduate Mathematics Education. pp. 1234 - 1239
AuthorsScheiner, Thorsten
Abstract

In contrast to the common assumption that mathematics cognition involves the attempt to recognize a previously unnoticed meaning of a concept, here mathematics cognition is reconsidered as a process of ascribing meaning to the objects of one’s thinking. In this paper, the attention is focused on three processes that are convoluted in the complex dynamics involved when individuals ascribe meaning to higher mathematical objects: contextualizing, complementizing, and complexifying. The aim is to discuss emerging perspectives of these three processes in more detail that speak to the complex dynamics in mathematics cognition.

Keywordscomplexifying; complementizing; contextualizing; mathematics cognition; sensemaking
Year2018
JournalProceedings of the 21st annual conference on research in undergraduate mathematics education
PublisherResearch in Undergraduate Mathematics Education
Open accessOpen access
Publisher's version
Page range1234 - 1239
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited States of America
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