.png){kind=icon}
返回
Emerging perspectives in mathematical cognition: contextualizing, complementizing, and complexifying
.png){kind=icon}
PRE
AI
DOI：10.1007/s10649-019-9879-y.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
This article describes emerging perspectives on contextualizing, complementizing, and complexifying-three processes involved when individuals ascribe meaning to mathematical objects of their thinking. The article is oriented toward a dialectic between theory and empirical research and is structured in two parts. The first part focuses on an evolving theoretical framing that acknowledges the significance of these three processes in mathematical cognition. In the second part, the evolving theoretical framing is used to analyze one student's knowing of the limit concept of a sequence. This analysis directs one's attention to the emergence and function of this student's knowledge resource, which was generic in usage and complex in structure, allowing the activation of productive ideas and contextual meaning-making as needed. Through this analysis, theoretical and interpretative possibilities were generated that inform research on mathematical cognition and elucidate the emerging theoretical perspectives of contextualizing, complementizing, and complexifying.
Keyword:
Mathematical cognition
Meaning-making
Theory advancement
Giving meaning
Limit concept
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
1.9
论文数:
1.5K
被引数:
3.8K
机构
引用论文
.png){kind=icon}
分享收藏分享收藏
查看更多内容