Making mathematical meaning : from preconcepts to pseudoconcepts to concepts
Berger, Margot,Pythagoras, 2006, 14-21 (2006),
publicationName = "AOSIS",
issn = "1012-2346",
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."
language="English",
type="Journal Article"