Explicating "Mathematical Concept" and "Mathematical Conception" as Theoretical Constructs for Mathematics Education Research

Autor/in	Simon, Martin A.
Titel	Explicating "Mathematical Concept" and "Mathematical Conception" as Theoretical Constructs for Mathematics Education Research
Quelle	In: Educational Studies in Mathematics, 94 (2017) 2, S.117-137 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-016-9728-1
Schlagwörter	Mathematics Education; Mathematical Concepts; Concept Formation; Educational Research; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathematische Bildung; Concept learning; Begriffsbildung; Bildungsforschung; Pädagogische Forschung; Mathematics lessons; Mathematikunterricht
Abstract	Mathematical understanding continues to be one of the major goals of mathematics education. However, what is meant by "mathematical understanding" is underspecified. How can we operationalize the idea of mathematical understanding in research? In this article, I propose particular specifications of the terms "mathematical concept" and "mathematical conception" so that they may serve as useful constructs for mathematics education research. I discuss the theoretical basis of the constructs, and I examine the usefulness of these constructs in research and instruction, challenges involved in their use, and ideas derived from our experience using them in research projects. Finally, I provide several examples of articulated mathematical concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01