Reducing Abstraction: The Case of School Mathematics

Autor/inn/en	Hazzan, Orit; Zazkis, Rina
Titel	Reducing Abstraction: The Case of School Mathematics
Quelle	In: Educational Studies in Mathematics, 58 (2005) 1, S.101-119 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-005-3335-x
Schlagwörter	Mathematics Curriculum; Mathematics Education; Abstract Reasoning; Mathematical Concepts; Undergraduate Study; Student Behavior; Coping; Epistemology; Educational Environment + Suchen Sie Ihr Suchwort? Mathematische Bildung; Abstraktes Denken; Denken; Grundstudium; Student behaviour; Schülerverhalten; Bewältigung; Erkenntnistheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	There is a growing interest in the mathematics education community in the notion of abstraction and its significance in the learning of mathematics. "Reducing abstraction" is a theoretical framework that examines learners' behavior in terms of coping with abstraction level. It refers to situations in which learners are unable to manipulate concepts presented in a given problem; therefore, they unconsciously reduce the level of abstraction of the concepts involved to make these concepts mentally accessible. This framework has been used for explaining students' conception in different areas of undergraduate mathematics and computer science. This article extends the applicability scope of this framework from undergraduate mathematics to school mathematics. We draw on recently published research articles and exemplify how students' behavior can be described in terms of various interpretations of reducing abstraction level. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10