@article{aosis:/content/amesap/2006/63/EJC20867,
author = "Berger, Margot",
title = "Making mathematical meaning : from preconcepts to pseudoconcepts to concepts",
journal= "Pythagoras",
year = "2006",
volume = "2006",
number = "63",
eid = "",
pages = "14-21",
doi = "",
url = "https://journals.co.za/content/amesap/2006/63/EJC20867",
publisher = "AOSIS",
issn = "1012-2346",
type = "Journal Article",
language = "English",
keywords = "",
abstract = "I argue that Vygotsky's theory of concept formation (1934/1986) is a powerful framework within which to explore how an individual at university level constructs a new mathematical concept. In particular I argue that this theory can be used to explain how idiosyncratic usages of mathematical signs by students (particularly when just introduced to a new mathematical object) get transformed into mathematically acceptable and personally meaningful usages. Related to this, I argue that this theory is able to bridge the divide between an individual's mathematical knowledge and the body of socially sanctioned mathematical knowledge. I also demonstrate an application of the theory to an analysis of a student's activities with a 'new' mathematical object.",
}