Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it. To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom where the students learned about three-dimensional geometrical objects.
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 9 months ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 9 months ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 9 months ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 1 year ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 year ago