Sense-Making in Mathematics: An Act of Comprehension or Creation?

Autor/inn/en	Scheiner, Thorsten; Pinto, Marcia M. F.
Titel	Sense-Making in Mathematics: An Act of Comprehension or Creation?
Quelle	In: For the Learning of Mathematics, 42 (2022) 3, S.16-20 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Concept Formation; Learning Processes; Correlation; Learning Theories + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Learning process; Lernprozess; Korrelation; Learning theory; Lerntheorie
Abstract	Earlier approaches to sense-making in mathematics have looked at the ways students comprehend a mathematical concept. Recent research suggests that some students make sense not only of mathematical objects that have a being, but also of objects that have yet to become. In such cases, learning mathematics is not just an act of comprehending a given mathematical concept, but rather an act of creating a mathematical concept that has yet to come into being. In this paper, we argue that this act of creation is better referred to as meaning-making than sense-making, bringing to the fore the distinction between acts of comprehension and acts of creation. Recognising learning mathematics as both sense-making and meaning-making allows better acknowledging the reciprocal relationship between mathematical concept and mathematical conception, a relationship constituted by the interplay of comprehension and creation. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01