Images of abstraction in mathematics education: Contradictions, controversies, and convergences

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

In this paper we offer a critical reflection of the mathematics education literature on abstraction. We explore several explicit or implicit basic orientations, or what we call images, about abstraction in knowing and learning mathematics. Our reflection is intended to provide readers with an organized way to discern the contradictions, controversies, and convergences concerning the many images of abstraction. Given the complexity and multidimensionality of the notion of abstraction, we argue that seemingly conflicting views become alternatives to be explored rather than competitors to be eliminated. We suggest considering abstraction as a constructive process that characterizes the development of mathematical thinking and learning and accounts for the contextuality of students’ ideas by acknowledging knowledge as a complex system.

Year2016
PublisherInternational Group for the Psychology of Mathematics
ISSN0771-100X
Web address (URL)http://www.igpme.net/wp-content/uploads/2019/05/PME40-2016-Szeged.zip
Open accessOpen access
Publisher's version
Book titleProceedings of the 40th Conference of the International Group for Psychology of Mathematics Education
Page range155 - 162
ISBN9781365463457
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationSzeged, Hungary
EditorsC. Csíkos, A. Rausch and J. Szitányi
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