The research aims at better accounting of the complex dynamic processes involved when individuals ascribe meaning to the mathematical objects of their thinking. The focus is on three processes that are convoluted in the complex dynamics in mathematical concept formation: contextualizing, complementizing, and complexifying. New interpretative possibilities and theoretical hypotheses are generated that inform research on mathematics cognition and elucidate the three processes, recognizing their epistemological, conceptual, and cognitive significance in mathematics knowing and learning processes.
Scheiner, T. (2016). New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies. Educational Studies in Mathematics, 91(2), 165-183. link