Making Generalizations Explicit: An Inferential Perspective on Concept-Formation of Variables [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Schacht, Florian; Hußmann, Stephan
Titel	Making Generalizations Explicit: An Inferential Perspective on Concept-Formation of Variables [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Generalization; Inferences; Mathematics Education; Mathematical Concepts; Algebra; Geometry; Arithmetic; Concept Formation; Learning Processes + Suchen Sie Ihr Suchwort? Inference; Inferenz; Mathematische Bildung; Geometrie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Concept learning; Begriffsbildung; Learning process; Lernprozess
Abstract	The transition from preformal and propaedeutic generalization-actions to a symbolically explicit use of the concept of variable has been a matter of significant attention in mathematics education, for example in the context of generalization processes on a preformal level and regarding the specific nature of algebraic concepts. This contribution offers an inferential theoretical perspective to study the relation of geometric and arithmetic notions when dealing with figural growing patterns and arithmetic sequences. By reconstructing "individual commitments" we show results of the impacts of this relation on the individual notion and explicit use of the concept of variable. Finally, the results also show that the concept of "propaedeutics" itself gains an extension in the light of the theoretical framework. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01