An Inferential View on Concept Formation [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/in	Meyer, Michael
Titel	An Inferential View on Concept Formation [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	Inferences; Mathematical Concepts; Concept Formation; Teaching Methods; Learning Processes; Educational Philosophy; Figurative Language; Language Usage; Classroom Communication; Educational Games; Problem Solving; Elementary School Students; Secondary School Students; Teacher Student Relationship; German; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Inference; Inferenz; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie; Sprachgebrauch; Klassengespräch; Educational game; Lernspiel; Problemlösen; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Deutscher; Ausland; Deutschland
Abstract	This paper focuses on an inferential view on introducing new concepts in mathematics classrooms. A theoretical framework is presented which helps to analyse and reflect on the processes of teaching and learning mathematical concepts. The framework is based on the philosophies by Ludwig Wittgenstein and Robert Brandom. Wittgenstein's language-game metaphor and especially its core, the primacy of the use of words, provide insight into the processes of giving meaning to words. Concerning the inferentialism by Brandom, the use of words in inferences can be regarded as an indicator of the understanding of a concept. The theoretical considerations are exemplified by the interpretation of a scene of real classroom communication. [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