Sense-making in learning mathematics : An act of comprehension or creation?
Scheiner, Thorsten and Pinto, Marcia M. F.. (2022). Sense-making in learning mathematics : An act of comprehension or creation? For the Learning of Mathematics. 42(3), pp. 16-20.
|Authors||Scheiner, Thorsten and Pinto, Marcia M. F.|
Earlier approaches to sense-making in mathematics have looked at the ways students comprehend a mathematical concept. Recent research suggests that some students make sense not only of mathematical objects that have a being, but also of objects that have yet to become. In such cases, learning mathematics is not just an act of comprehending a given mathematical concept, but rather an act of creating a mathematical concept that has yet to come into being. In this paper, we argue that this act of creation is better referred to as meaning-making than sense-making, bringing to the fore the distinction between acts of comprehension and acts of creation. Recognising learning mathematics as both sense-making and meaning-making allows better acknowledging the reciprocal relationship between mathematical concept and mathematical conception, a relationship constituted by the interplay of comprehension and creation.
|Journal||For the Learning of Mathematics|
|Journal citation||42 (3), pp. 16-20|
|Publisher||Faculty of Education, Queen's University|
|Web address (URL)||https://flm-journal.org/Articles/2FF810BF1953BAD718916533F07E19.pdf|
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|Deposited||19 Jul 2023|
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