On mathematical learning processes and their epistemological, conceptual and cognitive functions
Journal article
Pinto, Márcia M. F. and Scheiner, Thorsten. (2022). On mathematical learning processes and their epistemological, conceptual and cognitive functions. Bolema: Boletim De Educação Matemática. 36(72), pp. 495-514. https://doi.org/10.1590/1980-4415v36n72a22
Authors | Pinto, Márcia M. F. and Scheiner, Thorsten |
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Abstract | [English] Recent research on Mathematics learning recognises that individuals ascribe meaning to objects of their thinking. However, some dynamic and interactive processes involved in ascribing meaning are not yet sufficiently specified. Here, the focus is directed at three such processes: contextualising, complementizing, and complexifying. The aims of this paper are to extend existing perspectives on these three processes and to highlight epistemological, conceptual, and cognitive aspects that are significant for mathematics learning. To this end, a research agenda is pursued that brings into dialogue different theoretical perspectives and positions. We argue that the three processes – contextualizing, complementizing, and complexifying – together constitute an interpretative model for learning mathematics from a perspective of ascribing meaning. [Portuguese] A pesquisa atual sobre aprendizagem da Matemática reconhece que os indivíduos atribuem significado a objetos de seu pensamento. No entanto, alguns processos dinâmicos e interativos envolvidos na atribuição de significado não estão suficientemente especificados. Aqui, o foco é direcionado a três desses processos: contextualizar, complementarizar e complexificar. Os objetivos do artigo são estender as perspectivas existentes sobre tais processos e destacar aspectos epistemológico, conceitual e cognitivo que são significativos para a aprendizagem da Matemática. Para tal, uma agenda de pesquisa é elaborada colocando em diálogo diferentes perspectivas teóricas e posições. Argumentamos que os três processos – contextualizar, complementarizar e complexificar –, juntos, constituem um modelo interpretativo para a aprendizagem da Matemática de uma perspectiva da atribuição de significados. |
Keywords | contextualising; complementizing; complexifying; mathematics learning; Gottlob Frege |
Year | 2022 |
Journal | Bolema: Boletim De Educação Matemática |
Journal citation | 36 (72), pp. 495-514 |
Publisher | Departamento de Matematica , Universidade Estadual Paulista |
ISSN | 1980-4415 |
Digital Object Identifier (DOI) | https://doi.org/10.1590/1980-4415v36n72a22 |
Open access | Open access |
Page range | 495-514 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | Apr 2022 |
Publication process dates | |
Accepted | 08 Sep 2021 |
Deposited | 08 Sep 2023 |
https://acuresearchbank.acu.edu.au/item/8z9v0/on-mathematical-learning-processes-and-their-epistemological-conceptual-and-cognitive-functions
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Publisher's version
OA_Scheiner_2022_On_mathematical_learning_processes_and_their.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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