Publication Date

2018

Abstract

This paper articulates and explicates theoretical perspectives that emerged in accounting for the complex dynamic processes involved when individuals ascribe meaning to the mathematical objects of their thinking. Here the focus is on the following processes that are convoluted in the complex dynamics in mathematical concept formation: contextualizing, complementizing, and complexifying. The paper elaborates these three processes in detail, recognizing their epistemological, conceptual, and cognitive significance in mathematical knowing and learning.

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Open Access Conference Paper

Access Rights

Open Access

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