Making mathematical meaning: From preconcepts to pseudoconcepts to concepts
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 b...
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| Format: | Article |
| Language: | English |
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AOSIS
2006-10-01
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| Series: | Pythagoras |
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| Online Access: | https://pythagoras.org.za/index.php/pythagoras/article/view/104 |
| Summary: | 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. |
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| ISSN: | 1012-2346 2223-7895 |