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. 

 

 

Featured Publications

 

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

 

SENSE-MAKING IN MATHEMATICS

© 2019 by Thorsten Scheiner