In:
Pythagoras, AOSIS, Vol. 0, No. 63 ( 2006-10-20)
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.
Type of Medium:
Online Resource
ISSN:
2223-7895
,
1012-2346
DOI:
10.4102/pythagoras.v0i63.104
Language:
Unknown
Publisher:
AOSIS
Publication Date:
2006
detail.hit.zdb_id:
2663344-9
