Making mathematical meaning: From preconcepts to pseudoconcepts to concepts
Pythagoras
| Field | Value | |
| Title | Making mathematical meaning: From preconcepts to pseudoconcepts to concepts | |
| Creator | Berger, Margot | |
| 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 | |
| Identifier | 10.4102/pythagoras.v0i63.104 | |
| Source | Pythagoras; Issue 63 (2006); 14-21 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/104/107
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