This case study deals with a solitary learner’s process of mathematical justification during her investigation of bifurcation points in dynamic systems. Her motivation to justify the bifurcation points drove the learning process. Methodologically, our analysis used the nested epistemic actions model for abstraction in context. In previous work, we have shown that the learner’s attempts at justification gave rise to several processes of knowledge construction, which develop in parallel and interact. In this paper, we analyze the interaction pattern of combining constructions and show that combining constructions indicate an enlightenment of the learner. This adds an analytic dimension to the nested epistemic actions model of abstraction in context.
- How nice! Actually, I thought it might be you when I heard your name, Raymond (@MathEdnet)! We should talk tomorrow :-) 1 month ago
- Enjoyed rehearsing rehearsals at #Novemberkonferansen with @ekazemi today! Choral counting has a lot to it! 4 months ago
- J. Skott: «Generic example of generic proofs is Gauss: 1+2+3...+100=?» #Novemberkonferansen #playonwords 4 months ago
- Next up at #Novemberkonferansen is Jeppe Skott, who talks about Goldilocks, mathematical reasoning and proof. Nice combination :-) 4 months ago
- Listening to a very nice lecture on the importance of maths by Chris Budd ( people.bath.ac.uk/mascjb/) at #Novemberkonferansen 4 months ago