Scheiner, T. (2018). Mathematics cognition reconsidered: On ascribing meaning. Proceedings of the 21st annual conference on research in undergraduate mathematics education, 1234-1239. United States of America: Research in Undergraduate Mathematics Education.
In contrast to the common assumption that mathematics cognition involves the attempt to recognize a previously unnoticed meaning of a concept, here mathematics cognition is reconsidered as a process of ascribing meaning to the objects of one’s thinking. In this paper, the attention is focused on three processes that are convoluted in the complex dynamics involved when individuals ascribe meaning to higher mathematical objects: contextualizing, complementizing, and complexifying. The aim is to discuss emerging perspectives of these three processes in more detail that speak to the complex dynamics in mathematics cognition.
Institute for Learning Sciences and Teacher Education
Open Access Conference Paper