Individuals have been regarded as active sense-makers in mathematical concept formation, that is, students actively seek comprehensibility of a mathematical concept. Individuals might, in this process, develop conceptions of a mathematical concept that are activated to make sense of how they perceive (or regard) a mathematical concept that comes into being in a certain context. Recent research, however, suggests that individuals also imagine (or envision) a mathematical concept that is yet to become. In those cases, conceptual development is not meant to reflect an actual concept, but to create a potential concept. The aim of this research is to clarify in which respects this act of creation differs from sense-making construed as an act of comprehension. 



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Scheiner, T. (2017). Conception to concept or concept to conception? From being to becoming. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 145-152). Singapore: PME. pdf



© 2019 by Thorsten Scheiner