Record Details

Making mathematical meaning: From preconcepts to pseudoconcepts to concepts


Field Value
Title Making mathematical meaning: From preconcepts to pseudoconcepts to concepts
Creator Berger, Margot
Subject Mathematics; Mathematics Education; Education tertiary mathematics;
Description I argue that Vygotsky’s theory of concept formation (1934/1986) is a powerful framework within which to explore how an individual at university level constructs a new mathematical concept. In particular I argue that this theory can be used to explain how idiosyncratic usages of  mathematical signs by students (particularly when just introduced to a new mathematical object) get transformed into mathematically acceptable and personally meaningful usages. Related to this, I argue that this theory is able to bridge the divide between an individual’s mathematical knowledge and the body of socially sanctioned mathematical knowledge. I also demonstrate an application of the theory to an analysis of a student’s activities with a ‘new’ mathematical object.
Publisher AOSIS Publishing
Date 2006-10-20
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format application/pdf
Identifier 10.4102/pythagoras.v0i63.104
Source Pythagoras; Issue 63 (2006); 14-21 2223-7895 1012-2346
Language eng
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Coverage — — —
Rights Copyright (c) 2006 Margot Berger