Conception to concept or concept to conception? From being to becoming

Conference paper

Scheiner, Thorsten. (2017). Conception to concept or concept to conception? From being to becoming. 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore, Singapore: International Group for the Psychology of Mathematics. pp. 145-152
AuthorsScheiner, Thorsten
TypeConference paper
Abstract

Previous approaches to mathematics knowing and learning have attempted to account for the complexity of students’ individual conceptions of a mathematical concept. Those approaches primarily focused on students’ conceptual development when a mathematical concept comes into being. Recent research insights indicate that some students give meaning not only to states/objects that have a being but also to states/objects that are yet to become. In those cases, conceptual development is not meant to reflect an actual concept (conception-to-concept fit), but rather to create a concept (concept-to-conception fit). It is argued that the process of generating a concept-to-conception fit, in which ideas that express a yet to be realized state of the concept are created, might be better referred to meaning-making than sense-making.

Year2017
PublisherInternational Group for the Psychology of Mathematics
Open accessOpen access
Publisher's version
License
All rights reserved
File Access Level
Open
Book titleProceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education ; volume 4
Page range145-152
Book editorKaur, Berinderjeet
Ho, Weng Kin
Toh, Tin Lam
Choy, Ban Heng
ISBN9789811137426
Web address (URL) of conference proceedingshttp://www.igpme.net/wp-content/uploads/2019/05/PME41-2017-Singapore.zip
http://math.nie.edu.sg/pme41
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Output statusPublished
Publication dates
Online2017
Place of publicationSingapore, Singapore
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